F" "19,08: This is to certify that the dissertation entitled A STUDY TO DETERMINE THE EDUCATION REQUIREMENTS FOR ENTRY- LEVEL OFFICE OCCUPATIONS WORKERS ON A FOLLOW-UP OF MCNEESE STATE UNIVERSITY OFFICE ADMINISTRATION GRADUATES AND THEIR ENTRY LEVEL EMPLOYERS FROM 1970 - 1984 presented by DOUGLAS ADREAN GOINGS ‘ has been accepted towards fulfillment of the requirements for Ph. D. degreein Education WPM Major professor Date May 20, 1987 MUN“.- u‘r... .' . ' '- - 1 MSU LIBRARIES —_‘-. RETURNING MATERIALS: Place in book drop to remove this checkout from your record. FINES will be charged if book is returned after the date stamped below. .__._._. 1F" .—.~— ——.-._—.._ A STUDY TO DETERMINE THE EDUCATION REQUIREMENTS FOR ENTRY—LEVEL OFFICE OCCUPATIONS WORKERS BASED ON A FOLLOW-UP OF MCNEESE STATE UNIVERSITY OFFICE ADMINISTRATION GRADUATES AND THEIR ENTRY-LEVEL EMPLOYERS FROM 1970-1984 by Douglas Adrean Goings A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Teacher Education 1987 Copyright by Douglas Adrean Goings 1987 ABSTRACT A STUDY To DETERMINE THE EDUCATION REQUIREMENTS FOR ENTRY-LEVEL OFFICE OCCUPATIONS WORKERS BASED ON A FOLLOW-UP OF MCNEESE STATE UNIVERSITY OFFICE ADMINISTRATION GRADUATES AND THEIR ENTRY-LEVEL EMPLOYERS FROM 1970 - 1984 By Douglas Adrean Goings Statement of the Problem The problem of this study was to evaluate the effectiveness of the office administration training program at McNeese State University as it relates to employment experiences of its baccalaureate graduates. This was accomplished through analyzing (1) the employment experiences of graduates who were employed in office occupations and (2) the opinions of employers of graduates. Procedures The data gathering procedure involved an initial mailing of the graduate questionnaire to 127 graduates with three follow-up mailings; this produced 94 usable questionnaires, an 80 percent return. A second data gathering procedure involved an initial mailing of an employer questionnaire to 70 employers with two follow—up mailings; this produced 46 usable questionnaires, a 60 percent return. Data analysis consisted of descriptive statistics, the Friedman two-way analysis of variance, and the Spearman rank order correlation. Douglas Adrean Goings Findings Ninety percent of the graduate respondents were employed in office occupations after graduation, and 57 percent of those were employed in entry-level office occupations positions as secretaries. With the exception of calculus and statistics, most graduate and employer respondents agreed that the courses presently incorporated into the curriculum were appropriate for the preparation of office occupa- tions workers. Graduate and employer respondent opinions concerning the courses for incorporation into the present curriculum, rankings of entry—level proficiency requirements for various office equipment, and rankings of component elements considered basic for office work were found to be positively and significantly correlated at the .01 level. Finally, shorthand was required as a prerequisite for entry—level employment in office occupations as reported by 51 percent of the graduate respondents. Conclusions Based on the findings of this study, the following are the most significant conclusions. 1. The office administration degree is a viable educational program for office occupations workers. 2. Shorthand is still important in helping graduates find employment in office occupations. 3. The office administration program is appropriate for the preparation of entry-level office occupations workers. 4. The office administration curriculum adequately prepares graduates for office occupations positions. DEDICATED To my wife, Carol, who has worked hard to give me the support to pursue my own goals-both in my education and in my profession, and whose love and understanding have remained constant through our life together. To my father and mother, Adrean and Ellene Goings, who have worked hard to give their children the opportunity to express their own individuality-in education, profession, and life, and whose love, understanding, and moral support have been constant companions throughout my life. ACKNOWLEDGMENTS The completion of a doctoral study is the culmination of many years of formal and informal education. The process involves numerous individuals who have been instrumental in providing guidance and support for the writing of this dissertation. Some individuals have contributed in a conceptual sense, others have offered advice concerning the design of the study, and many have provided consistent support when humane concern was most needed. To these special persons I offer humble thanks and gratitude for each person's unique contribution. To my guidance committee Chairman, Dr. Robert Poland, a very special thank you for his friendship, support, encouragement, and thoughtfulness throughout my doctoral program. He consistently gave freely of his time and expertise when they were needed and frequently went out of his way to ensure that my professional training and research activities were comprehensive and beneficial. To Dr. Paul Slocum, committee member, for his invaluable knowledge, friendship, and continued support throughout the writing of this disser- tation. He helped me strive for excellence in the dissertation by giv- ing hours of reading and conceptualization. To Drs. Gloria Kielbaso and Louis Romano, committee members, who provided qualitative contributions through comments and suggestions in response to the initial research proposal and through their counsel during the final phases of the study. vi To Dr. Mary Virginia Moore for her friendship, guidance, and support throughout the early stages of my doctoral program. To the late Dr. Ellis Thomas for his friendship and guidance throughout the early years of my doctoral program and for his contribution as my first guidance committee chairman. To the late Dr. Richard Featherstone for his friendship and support through the developmental phases of this dissertation. To my family, especially my sisters, Dianne Goings Melchior and Dorothy Jean Goings, and grandparents, Alma Goings and the loving memory of Ellis and Pearl Mae Johnson for their love and guidance that have been so generously given to me throughout my life. To my wife's parents, Faris and Marguerite Gani, who were always sources of inspiration. To my nephews, Jeffery and Christopher Melchior and Mark Jackson, and my niece, Melissa Jackson, for their love and need to leave for them an example Of a job well done. To all the graduates of the Department of Office Systems and Business Communication at McNeese State University and their entry-level employers who participated in the study for having given so generously of their valuable time. To all my colleagues and friends, especially Buddy and Judy Krizan, whose love, faith, and encouragement added the impetus needed to "stick with it." To them all--thank you so very much. vii TABLE OF CONTENTS LIST OF TABLES . . . . . . . . . . . . . . . . . . . . . . . CHAPTER 1. IntrOdUCtion O O O O O O O O O O O O O O O O O O O 0 Statement of the Problem Purpose of the Study . . Research Questions . . . Significance of the Study Delimitations of the Study Limitations of the Study . Basic Assumptions . . . . . Definition of Terms . . . . Organization of the Study . O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O 0 O O O O O O O O O O O O O O O O O 0 O O O O O O O O O O 0 O O O O O O O O O O O O O O O O O O O O O O O O O O 0 Review of Related Literature . . . . . . . . . . . . Research Related to this Study . . . . . . . . . . . 8‘1er 0 O O O O O O O O O O O O O O O O O O O O O 0 Procedures Used and Design of the Research . . . . . Population . . . . . . . . . Development of Questionnaires Collection of Data . . . . . Design of the Research . . . Analysis of Follow-Up Data . . . . . . . . . . . . . Demographic Data . . . . . . . . . . . . . . . . . . Analysis of Graduate Data . . . . . . . . . . . . . . Analysis of Employer Data . . . . . . . . . . . Comparison of Responses from Graduates and Employers Summary, Conclusions, and Recommendations . . . . . . Summary . . . . . . . . . . . . . . . . . Conclusions . . . . . . . . . . . . . . . Recommendations . . . . . . . . . . . . . Suggestions for Further Research . . . . viii PAGE H HOWNNUIbUDUO H 18 3O 31 32 33 38 39 42 42 48 83 109 111 111 127 130 131 APPENDICES O O O O O O O O O O O O O O O O O O O O O O O O O O O 0 PAGE A. Cover Letter to Graduates . . . . . . . . . . . . . . . . . 132 B. Graduate Questionnaire . . . . . . . . . . . . . . . . . . 133 C. Cover Letter to Employers . . . . . . . . . . . . . . . . . 140 D. Employer Questionnaire . . . . . . . . . . . . . . . . . . 141 E. Tables Showing Weighted Means for Tables 12 - 18 . . . . . 145 F. Tables Showing Weighted Means for Tables 35 - 40 . . . . . 149 BIBLImRAPI'IY 0 O O O O O O O O O O O O O O C O O O O O O O O O O O 153 ix 9. IO. 11. 12. 13. I4. 15. 16. 17. 18. 19. LIST OF TABLES Graduate Respondents Receiving Baccalaureate Degrees by Year of Graduation . . . . . . . . . . . . . . . . . . Graduate Respondents by Age . . . . . . . . . . . . . . . . Marital Status of Graduate Respondents . . . . . . . . . . . Classification of Businesses in Which Graduate Respondents Were First Employed . . . . . . . . . . . . . . . . . . . Years of Time in Entry-Level Positions by Graduate Respondents . . . . . . . . . . . . . . . . . . Time Between Graduation and Entry-Level Employment of Graduate Respondents . . . . . . . . . . . . . . . . . . Job Titles in Entry-Level Positions for Graduate Respondents Weighted Mean Response, Number, and Percentage of Responses Indicating Graduate Respondent Ranking of Additional Training Provided by Their Entry- Level Employers . . . . . . . . . . . . . . . . . . . . . Job Titles Which Most Closely Describe Current Positions by Graduate Respondents . . . . . . . . . . . . . . . . . Current Salary Range of Graduate Respondents . . . . . . . . Courses Which Graduate Respondents Believed Should be Incorporated in the Present Office Administration Curriculum . . . . . . . . . . . . . . . . . . . . . . . Graduate Respondent Appraisal of Proficiency Levels Required of Entry-Level Office Occupations Workers on Typewriter Equipment . . . . . . . . . . . . . . . . . Graduate Respondent Appraisal of Proficiency Levels Required of Entry-Level Office Occupations Workers on Word Processing Equipment . . . . . . . . . . . . . . Graduate Respondent Appraisal of Proficiency Levels Required of Entry-Level Office Occupations Workers on Reproduction Equipment . . . . . . . . . . . . . . . . Graduate Respondent Appraisal of Proficiency Levels Required of Entry-Level Office Occupations Workers on Mailroom Equipment . . . . . . . . . . . . . . . . . . Graduate Respondent Appraisal of Proficiency Levels Required of Entry-Level Office Occupations Workers on Telecommunication Equipment . . . . . . . . . . . . . Graduate Respondent Appraisal of Proficiency Levels Required of Entry-Level Office Occupations Workers on Recordkeeping Equipment . . . . . . . . . . . . . . . Graduate Respondent Appraisal of Proficiency Levels Required of Entry-Level Office Occupations Workers on Data Processing Equipment . . . . . . . . . . . . . . Graduate Respondent Rankings of Tasks Commonly Associated with Communicating with Others in Office Work . . . . . . PAGE 43 44 45 46 47 48 SO 51 53 S4 56 59 6O 61 62 63 64 65 67 TABLE 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. Graduate Respondent Rankings of Tasks Commonly Associated with Sorting, Filing, and Retrieving in Office Work . . Graduate Respondent Rankings of Tasks Commonly Associated with Typewriting in Office Work . . . . . . . . . . . . Graduate Respondent Rankings of Tasks Commonly Associated with Checking, Computing, and Verifying in Office Work Graduate Respondent Rankings of Tasks Commonly Associated with Collecting and Distributing in Office Work . . . . Graduate Respondent Rankings of Tasks Commonly Associated with Operating Business Machines in Office Work . . . . Graduate Respondent Rankings of Tasks Commonly Associated with Analyzing Procedures and Charting in Office Work . Minimum Shorthand Speed Necessary for Entry—Level Employment as Reported by Graduate Respondents . . . . Percentage of Graduate Respondents' Workday Spent Using Shorthand on Entry-Level Job . . . . . . . . . . Graduate Respondents' Agreement to the Statement that: "My education in office administration corresponds very closely_to my experiences as an entry-level office worker." . . . . . . . . . . . . . . . . . . . . Graduate Respondents' Degree of Satisfaction with Degree in Office Administration . . . . . . . . . . . . . . . Satisfaction Expressed by Graduate Respondents to Degree, Career, and Current Job . . . . . . . . . . . . Graduate Respondents' Opinion Concerning the Manner in Which Instruction was Offered at McNeese State University . . . . . . . . . . . . . . . Number and Percentage of Employer Respondents Reporting Job Titles Which Most Closely Describe Entry-Level Positions Suitable for Office Administration Graduates Number and Percentage of Employer Respondents Reporting Type of Business Office Employing Office Administration Graduates . . . . . . . . . . . . . . . . . . . . . . . Courses Which Employer Respondents Believed Should be Incorporated in the Present Office Administration Curriculum . . . . . . . . . . . . . . . . . . . . . . Employer Respondent Appraisal of Proficiency Levels Required of Entry-Level Office Occupations Workers on Typewriter Equipment . . . . . . . . . . . . . . . . Employer Respondent Appraisal of Proficiency Levels Required of Entry-Level Office Occupations Workers on Word Processing Equipment . . . . . . . . . . . . . Employer Respondent Appraisal of Proficiency Levels Required of Entry—Level Office Occupations Workers on Reproduction Equipment . . . . . . . . . . . . . . . Employer Respondent Appraisal of Proficiency Levels Required of Entry-Level Office Occupations Workers on Mailroom Equipment . . . . . . . . . . . . . . . . . xi PAGE 68 7O 71 72 73 74 76 77 78 79 8O 82 83 84 86 89 91 92 TABLE 39. 40. 41. 42. 43. 44. 45. 46. 47. 48. 49. 50. 51. 52. Employer Respondent Appraisal of Proficiency Levels Required of Entry-Level Office Occupations Workers on Telecommunication Equipment . . . . . . . . . . . . Employer Respondent Appraisal of Proficiency Levels Required of Entry-Level Office Occupations Workers on Recordkeeping Equipment . . . . . . . . . . . . . . Employer Respondent Appraisal of Proficiency Levels Required of Entry-Level Office Occupations Workers on Data Processing Equipment . . . . . . . . . . . . . Employer Respondent Rankings of Tasks Commonly Associated with Communicating with Others in Office Work . . . . . Employer Respondent Rankings of Tasks Commonly Associated with Sorting, Filing, and Retrieving in Office Work . . Employer Respondent Rankings of Tasks Commonly Associated with Typewriting in Office Work . . . . . . . . . . . . Employer Respondent Rankings of Tasks Commonly Associated with Checking, Computing, and Verifying if Office Work Employer Respondent Rankings of Tasks Commonly Associated with Collecting and Distributing in Office Work . . . . Employer Respondent Rankings of Tasks Commonly Associated with Operating Business Machines in Office Work . . . . Employer Respondent Rankings of Tasks Commonly Associated with Analyzing Procedures and Charting . . . . . . . . Minimum Shorthand Speed Necessary for Entry-Level Employment as Reported by Employer Respondents . . . . Percentage of Employer Respondents' Workday Requiring Shorthand in Entry-Level Office Occupations . . . . . . Minimum Typewriting Speed Necessary for Entry—Level Employment as Reported by Employer Respondents . . . . Percentage of Employer Respondents' Workday Requiring Typewriting in Entry-Level Office Occupations . . . . . xii PAGE 93 94 95 97 98 100 101 102 103 104 106 107 108 109 CHAPTER 1 Introduction The Department of Office Administration at McNeese State University in Lake Charles, Louisiana, was established in 1970 to meet the educa- tional needs of those who seek collegiate preparation for office occupations. The Department has experienced considerable growth since its establishment as a source for collegiate office education, and in 1979 the two-year certificate program in office administration was upgraded to an Associate in Science degree. A two-year, Associate in Science degree in word processing was added to the existing curricula in 1980. The name of the Department of Office Administration was changed to the Department of Office Systems and Business Communication in 1981. The change was made to reflect more accurately the nature of the current program and to reflect a more progressive approach which embraces high technology in the office environment. Since the establishment of the Department, there has not been an evaluation of the educational program. Changes which occurred were based on faculty thought without benefit of a comprehensive feedback structure. No survey had been made to determine perceptions of employers concerning the preparedness of graduates. Nolan, Hayden, and Malsbary (1967) advo- cate the use of follow-up research ". . . to learn what former students are now doing and how well the education and training they received in the school prepared them for their work and life in the business world." 'Ilt 2 Literature in professional journals and doctoral dissertations lay a basic foundation for the need to conduct follow-up research. Wise, Hengstler, and Braskamp (1981) support follow-up research as a way collegiate programs can strengthen the professional readiness of their graduates. They write, "Alumni have provided their assessments of the skills needed for success in their current profession." Pierce (1976) projects a similar idea in the 1976 National Business Education Yearbook. He writes, . . . with the constantly increasing complexity of the labor market, with the advent of new and different kinds of jobs resulting from an expanding economy, with the constant reduction of the number of so-called blue collar jobs and the concomitant increase of white collar jobs, there is a greater need than ever before for educators to predict much more accurately the occupational climate during the 1980's. Recent financial crises have caused colleges and universities to cut programs in office administration and other disciplines. Business educators must take action to secure the stability of collegiate office education programs. They must provide evidence of the viability of office education at the collegiate level. Sission, Arthur, Fierro, and Gazden (1978) contribute to the viability issue in writing, ". . . educational systems should continue to stress the development of skills and knowledge that are perceived to be vital to success." The secretarial curriculum must show its viabil- ity as an attractive, satisfying occupation within the business world. Curricula must be adaptable to the changes in the world of business. Potential secretaries and other administrative services personnel must be attracted to preparatory programs which honestly promise positions in the ranks of business. 3 Based on what has appeared in research studies and articles, it seems logical and professional to follow—up occupational curricula for office education. The results from follow-up research should be used to assess the effectiveness of the curricula and to implement changes for the improvement of curricula. Statement of the Problem The problem of this study was to evaluate the effectiveness of the office administration training program at McNeese State University as it relates to employment experiences of its baccalaureate graduates. This was accomplished through analyzing (l) the employment experiences of graduates who were employed in office occupations and (2) the opinions of employers of graduates. Purpose of the Study The purpose of this study was to conduct a follow-up, through a questionnaire, of office administration graduates who graduated from McNeese State University between December, 1970, through July, 1984, to determine whether or not the courses they had taken had provided them with the necessary skills and knowledge to meet the requirements of business and industry. Based on this purpose, further goals included: (1) to determine what general attitudes graduates have concerning the courses currently incorporated in the office administration curriculum, entry—level proficiency requirements for various office equipment, and component elements considered basic for office work, (2) to determine if the employers of graduates share similar opinions concerning the educa- tional preparation of graduates, and (3) to present conclusions and recommendations based on the findings of the study which could aid in planning new programs or evaluating those which already exist. 4 Sission, Arthur, Fierro, and Gazden (1978) encourage such research for the ultimate purpose of helping practitioners acquire the knowledge necessary to become professional, successful workers. Research Questions The specific research questions of this study were: 1. What number and percentage of graduates found entry-level employment in office occupations? 2. (a) What were the most common entry-level job titles of graduates who found employment in office occupations, and (b) what additional training was provided by their entry-level employers? 3. (a) What are the current job titles of the graduates, and (b) what are their current salaries? 4. What general attitudes do graduates have concerning (a) the courses currently incorporated into the office administration curriculum, (b) entry-level proficiency requirements for various office equipment, and (c) component elements considered basic for office work? 5. (a) What role did shorthand play in helping graduates find employment, (b) what was the minimum shorthand speed required for entry- 1evel employment, and (c) what role does shorthand play in their daily office work? 6. How do graduates compare their office work experiences and their office administration learning experiences? 7. Are graduates satisfied with their degrees in office adminis- tration and with their careers and jobs in office occupations? 8. How would graduates describe the manner in which instruction was offered in office administration classes at McNeese? 9. Do graduates and their employers share similar opinions Ill‘ol o-.ll 5 concerning the courses currently incorporated into the office adminis- tration curriculum, entry-level proficiency requirements for various office equipment, and component elements considered basic for office work? Significance of the Study Changes which have occurred in the work place since the early 1980's have resulted in increased accountability of academic programs which prepare workers for more technological work environments. Appraisal of the academic progress of graduates must be made to indicate strengths and weaknesses concerning their training and preparedness to meet the demands of the work place. If the Department of Office Systems and Business Communication wishes to be forward—looking, progressive, and capable of staying abreast of technological and sociological changes taking place in the work place, research must be undertaken. Follow-up research would act as a method to obtain product-oriented data upon which to reexamine the programs of the Department. A formal study of the baccalaureate program has not been made to determine how the graduates evaluate it. There has always been a concerted effort on the part of the faculty to make the program comprehensive and relevant by studying current trends as sug- gested by professional business education leaders in the latest research publications, by trends in business, and by the content of courses taught in other post-secondary office administration programs. The graduates and their employers, however, have generally been overlooked as a viable source of reference to identify strengths and weaknesses. On a broader scale, formal follow—up research of the Department's graduates should be made to comply with reporting requirements of the Vocational TI-a 6 Education Section (Title II) of the Education Amendments of 1976 (Public Law 94-482). Specifically, Section 112 (b) of the Act states: . . . Each State shall evaluate, by using data collected, whenever possible, by statistically valid sampling techniques, each such program within the State which pur— ports to impart entry level job skills according to the extent to which program completers and leavers—- "(i) find employment in occupations related to their training, and "(ii) are considered by their employers to be well- trained and prepared for employment . . . This follow-up of the Department's baccalaureate program was undertaken to address three needs. First, to present empirical data upon which to base program changes consistent with the mission of the Department of Office Systems and Business Communication at McNeese State University. Second, to extend the relevance of the literature which expounds the merits of follow-up research. Finally, to meet the require— ments of the Vocational Education Section (Title II) of the Education Amendments of 1976 (Public Law 94-482) that schools receiving funds under the Act report each year information concerning graduates who have found employment in their field (Asche and O'Reilly, 1978). According to Thompson (1978) ". . . no better method exists for determining how well the technical occupational objectives of the college are being carried out." This is especially true since accredi- tation teams also consider systematic follow—up research as an important component of program evaluation. Ristau and Roth (1977) caution educators who ignore their responsibilities in conducting studies which test and assess the value of their programs. They write, "If colleges of business fail to prepare people to understand business in its totality and to recognize business as an integral part of a complex social order, they will have failed to 7 achieve an important part of the total mission no matter how many thousands of students are graduated." Delimitations of the Study Since its inception, the Department of Office Systems and Business Communication has offered two curricula, (1) a four-year program to prepare individuals to become administrative assistants and executive secretaries and (2) a two-year program to prepare individuals to become secretaries and clerical workers. Prior to 1979, the two-year majors were given certificates upon completion of their curriculum. The two- year certificates were upgraded to degree status-Associate in Science in Office Administration-—in 1979. In order to obtain controlled data, this study focused only on graduates who had received Bachelor of Science degrees and the employers of those graduates. These delimita- tions helped to define the research population and helped to control certain variables which might be characteristic of baccalaureate degree recipients but not of recipients of the other degrees. Limitations of the Study Limitations placed on the results and recommendations generated from this study include: 1. The credibility of responses was limited by the extent to which respondents accepted the promise of confidentiality. 2. Conclusions were based on data received from respondents, which may not reflect the perceptions of those choosing not to respond. 3. Means of contact with graduates was limited to available information as to their whereabouts. Contact with employers was limited by the willingness or ability of graduates to elicit their responses. 4. Due to the relatively small population size and the large 8 number of variables compared in a curriculum analysis, appropriate options were limited in regard to statistical analysis. 5. Findings and recommendations are applicable only to the Department of Office Systems and Business Communication at McNeese State University. 6. Findings and recommendations developed from this study are not long generalizable to the Department of Office Systems and Business Communication at McNeese State University. According to Smith (1980) "Out—of-date information has limited applications for users, except for those 'bits and pieces' having historical significance for indicating trends." Basic Assumptions The following assumptions were considered basic to the formulation of this study: 1. The descriptive method of research was the most appropriate research method for realizing the purpose and intent of this study. 2. Graduates and their employers would cooperate in this study by responding to the questionnaires. 3. Respondents would be willing to provide information on their experiences and attitudes. 4. Responses from a majority of a population would represent typical opinions. 5. Graduates who have an opportunity to evaluate their career preparation program in relation to job requirements would provide usable information regarding weaknesses, strengths, and recommendations in existing programs. 9 Definition of Terms The following is a list of specific meanings assigned to terms used in the preparation of this study. Administrative Assistant Non-management employee who aids executives by coordinating office activities, i.e., communications, budgets, records. Bachelor of Science degree An academic degree granted upon completion of a course of study normally requiring four academic years of college. Basic Component A component considered essential in the performance of a job task, such as "typewriting." Clerical Worker Office worker at the lowest level of the secretarial hierarchy who performs minor clerical tasks, i.e., filing, transcription. Component Element One aspect of a basic component, such as "assembling all materials necessary to the production of the copy." Employer Immediate employment supervisor of an individual classified as a graduate who has worked in an office occupation. Employer Respondent An employer who responded to the employer questionnaire. Executiye Secrepggy Employee who assists executives by performing top—level secretarial duties. They may supervise clerical workers. 10 Graduate Graduate from McNeese State University who has been graduated with a Bachelor of Science in Office Administration. Graduate Respondent Any graduate who responded to the graduate questionnaire. Job Task A specific assignment having identifiable objectives, such as "prepare annual report." Non-respondent Any person who has not responded after all planned follow—up contact procedures were completed. Office Administration Various curricula that provide educational training to persons who seek various career levels in secretarial administrative occupations. Office Education Program College curricula leading to a Bachelor of Science degree in the field of secretarial and administrative responsibility. Office Occupations Any position within an organization which has as its responsibility clerical, secretarial, or other classifications which deal primarily in information flow. Secretarial Experience Occupational exposure and activity in the secretarial field that produces attitudes and abilities consistent with the secretarial field. Secretary Clerical employee who does minor administrative and general office tasks, i.e., typewriting, routine correspondence, records control. 11 Organization of the Study The statement of the problem, purpose of the study, research questions, significance of the study, delimitations of the study, limi- tations of the study, basic assumptions, and definition of terms were presented in Chapter 1. A review of related literature and research studies concerning follow—up research of post-secondary office adminis- tration programs is presented and summarized in Chapter 2. The popula- tion, development of questionnaires, collection of data, and design of the research are presented in Chapter 3; Chapter 4 presents an analysis of follow-up data. Finally, summary, conclusions, and recommendations are presented in Chapter 5. A bibliography follows and includes books, periodicals, microformed documents, and other research studies utilized in the compilation of this study. Appendices include copies of the research instruments (graduate and employer) and cover letters. CHAPTER 2 Review of Related Literature The purpose of this chapter was to present a review of literature concerning methods and procedures for conducting follow-up research and summaries of follow-up studies of post-secondary office administration programs. The chapter is divided into two sections: (1) published literature related to methods and procedures for conducting follow—up research and (2) studies selected because of their similarities to the present study. Research in the preliminary stages of the literature review consisted of two computer—assisted searches, Educational Resources Information Center (ERIC) and Dissertation Abstracts, and three manual searches, Index to Doctoral Dissertations in Business Education 1900-1975, Index to Doctoral Dissertations in Business Education Supplement4_1975-198O, and Business Education Index, 1981-1984. The purpose for a review of related literature is presented by Lowry (1961): The published literature of business education alone con- tains hundreds of articles and summaries of investigations concerned with placement and follow-up. Time allotted to reviewing at least the most pertinent parts of this lit- erature will be well spent. This is true even though it is finally decided to approach the problem in what is believed to be an entirely new or different way. In recent years, the business environment has become more finely tuned to technological change; and the work place, having by-passed traditional tasks. now demands technically competent workers for high accountability and productivity. The business environment has changed 12 13 and educational institutions must change in order to keep pace with the demands of the work place. In order to ensure that office administra- tion programs prepare employable office workers, educators must provide high-quality instructional programs to satisfy the technically-oriented work place. Departments of office administration must periodically assess their curricula to determine whether any changes in educational programs are actually needed. Successful office administration curricula must be based on follow-up occupational analyses. Sources of input for program assessment and revision are program graduates and business employers. Those most directly affected by programs and curricula are graduates preparing to enter the job market and business employers seeking qualified office workers. According to Asche and O'Reilly (1979), "Graduates and their employers are often the first to identify areas in which recent technological change has created need for program revision." Program completers can make valuable suggestions for improv— ing the curricula, and business employers are able to advise curriculum researchers on the most recent changes in technology and human aspects of the office environment (Cox, 1977). Just as business, industry, and government periodically assess the effectiveness of workers, equipment, and services, so must the office administration educator. Assessment by follow—up can become an important tool in the development of highly qualified, professionally recognized office workers. Follow-up data provides the substanti— ating evidence regarding the strengths and weaknesses of the students as well as obvious implications for business teachers and school administrators. 14 Follow-up provides educators with first-hand information on business standards, equipment forecasts, and materials requirements. Follow—up data can provide information on: . . . norms on aptitudes, socioeconomic status, vocational aspirations, and other characteristics; assessing the degree to which the curriculum and instruction are adapted to the full range of student and community needs, improving the effectiveness of technical-occupational curriculums, courses, instruction, and guidance; evaluating the effectiveness of entrance requirements; evaluation of grading standards; appraising the effectiveness of student counseling; and verifying the validity of the testing program (O'Connor, 1965). What information could office administration educators use to improve programs? Hennington (1979) suggests questions like "Is there need for shorthand in the business curriculum of tomorrow?" Other con- cerns: is shorthand becoming a thing of the past? will computers take over all office information services? how will the paper—less office affect office administration programs? Hennington guides researchers to generate evidence, through follow-up, so that intelligent decisions will guide curriculum researchers toward meeting future office needs. One example of how follow-up research can guide curriculum researchers is presented by Hennington (1979). She states that shorthand skill will continue to be in demand for secretaries; also, research shows that business continues to pay high salaries to office workers who are able to take and transcribe dictation at high speeds. Another example of how follow-up research can guide curriculum researchers is provided by Frederickson (1978). Managerial level secretaries were surveyed, and they reported, by a response rate of 94 percent, that they used shorthand. Accuracy and proofreading in typewriting and transcription were also reported as important skills. 15 Follow-up research, particularly follow-up of graduates, can provide valuable information concerning program development. McKinney and Oglesby (1971) provide this definition of follow-up research: "A follow-up study is a procedure for accumulating pertinent data from or about individuals after they have had similar or comparable experiences." Benefits obtained could include additions, revisions, and/or deletions to existing programs. According to Gilli (1975) follow-up data could provide data on: 1. curriculum relevancy 2. overall value of program 3. quality of training 4. job characteristics 5. job satisfaction 6. job mobility and geographic data 7. further educational needs 8. demographic data Follow—up research is an important part of program evaluation. If properly planned, implemented, and analyzed, information from follow—up research can serve as valuable material for decision making. An important element in planning follow-up research concerns an effective method of gathering data. Hillestad (1977) offers the questionnaire as the most frequently used technique to ensure uniformity in data collection. An important aspect of follow-up research is questionnaire development. Researchers must take care to write items to solicit adequate responses covering a wide range of issues. Adequate coverage may be the single most important act available to ensure a proper 16 response rate. An ill prepared questionnaire is the most common cause of a poor response rate. There seems to be an inverse relationship between reduced response rate and poorly designed items on the question- naire (McKinney and Oglesby, 1971). A properly balanced questionnaire-- content to brevity—-should reduce the likelihood of a large non-response rate. O'Reilly and Asche (1981) warn follow-up researchers not to dismiss non—respondents. A short telephone interview with a small, random sample of non-respondents could reduce possible affects of researcher and respondent bias. The literature is full of suggestions for enhancing return rate. Physical appearance, tone, timing, reminders, incentives, and assurances of confidentiality are popular suggestions (Hillestad, 1977; McKinney and Oglesby, 1971; O'Reilly and Asche 1981). Asche and O'Reilly (1979) studied vocational education follow—up in the United States and Canada. Based on their research, they offer these general comments on follow-up research: 1. Interest in conducting follow-up research is increasing. 2. Objectives were seldom identified in follow-up research reports--less than one third included objectives. 3. Evaluation was the most commonly mentioned objective for conducting follow-up research. 4. Over half of the follow—up reports dealt with post-secondary institutions. 5. Students were the primary sources of follow—up research. 6. Program completers were most frequently sought for follow-up research. 17 7. Less that 10 percent of the follow-up reports mentioned investigating possible differences between respondents and non- respondents. 8. Most follow—up research used the census approach--entire population. 9. The median return rate was 60.3 percent for student follow—up research; 70 percent for employer follow-up research. 10. Only 10 percent of the student follow-up reports mentioned the use of incentives; no employer follow-up reports mentioned them. 11. The mail—out questionnaire was the most frequently used method of data collection. 12. Two to three weeks were generally allowed between first and second contacts. 13. Sixty percent of the follow-up reports mentioned the use of prompts-reminder letters. 14. Less that 10 percent were identified as longitudinal studies. Shortcomings mentioned by O'Reilly and Asche were: 1. The majority of follow-up reports did not include information about the cost of conducting the study. 2. Most of the follow-up research was one-time research; very little longitudinal research. 3. Information regarding non-respondents was generally over- looked. 4. Most follow-up reports were incomplete regarding procedures used to collect data. The work of O'Reilly and Asche was very useful in the development of this study. One of the major aspects of their work concerned the 18 development of a list of major tasks frequently cited in conducting follow-up research. These major tasks include: 1. Determine potential system goals 2. Develop system timelines 3. Make major operational decisions 4. Define population 5. Specify data elements 6. Specify study type, design and methods 7. Develop instrumentation 8. Collect and analyze data 9. Prepare reports and documentation lO. Evaluate and modify the system After considering the importance of conducting follow-up research and review suggestions from researchers on how best to prepare and con- duct follow-up research, some attention will now be given to reviewing actual follow-up studies. Research Related to this Study There are only a small number of follow-up studies of post- secondary office administration reported in various indexes. Despite this small number, various institutions across the country have com- pleted quality research in the field. These studies have provided a basis for this investigation. Axmann Study (1981) The purpose of this study was to follow-up former office occupations students who attended Wharton County Junior College in Wharton, Texas to determine: (1) how important in their occupational experiences were the knowledges and skills provided by the office 19 occupations courses and (2) how well prepared they had become by taking these courses. Questionnaires were mailed to 704 former students, and a return rate of 59 percent was received. Respondents were asked to rate a list of work-related tasks in two ways: (1) importance, helpfulness, and use- fulness in their jobs and (2) the adequacy of preparation in each task. A five-point rating scale was used to rate ten major task categories (typewriting, shorthand and transcription, filing, telephoning and com- munication, mailing, general clerical, office machines, data gathering, mathematics, and financial and recordkeeping) which were further broken down into specific tasks. Data were combined to determine the percentage of change in importance on the job for each task and the percentage of change in the adequacy of preparation at Wharton County Junior College, as perceived by the respondents. Findings included: 1. Negative opinions for both importance on the job and adequacy of preparation for typewriting, shorthand and transcription tasks, telephoning/communication tasks, mailing tasks, and general clerical tasks; 2. Filing tasks received positive opinions for importance on the job, but negative opinions for adequacy of preparation; 3. Office machines tasks and mathematics tasks received positive ratings for both importance on the job and adequacy of preparation; and 4. Data gathering tasks and financial/recording tasks received negative ratings for importance on the job, but positive ratings for adequacy of preparation. 20 It was recommended that a sequential program be developed for the large number of non-completers. The sequential program should be open ended to permit non-completers to reach competency level as their individual life/work styles allow. A further recommendation was made to Wharton County Junior College to conduct follow-up studies at five- year intervals to collect data on which to base future curriculum decisions. Brown Study (1980) The purpose of this study was to evaluate the undergraduate business and office education and distributive and business education programs at Northwestern State University in Natchitoches, Louisiana. Graduates who received the bachelor's degree from 1963 - 1978 were surveyed. Two hundred eighty—one graduates were mailed questionnaires, and a return rate of 73 percent was received. Two hypotheses were subjected to Kruskal—Wallis one—way analysis of variance by ranks: teaching and non-teaching. The hypotheses were: (1) graduates in teaching and non-teaching ranks have different percep- tions of the value of the courses in the business program and (2) graduates in teaching and non-teaching ranks have different perceptions of the value of the courses in the professional teacher education program. The .05 level of significance was required for rejection of null hypotheses. Brown's study revealed that business and office education and distributive and business education graduates: 1. were very satisfied with their present positions; 2. stated that dedication, concern, and helpful attitude were strengths of the undergraduate program. 21 The most significant conclusion drawn from the findings was that graduates who teach value undergraduate course work more highly than graduates who do not teach. Cone Study (1971) The purpose of this study was to obtain information from the 1965 through 1969 graduates of the College of Business Administration at Nicholls State University in Thibodaux, Louisiana. The nature of the information concerned opinions of graduates regarding the curriculum, graduate education, and occupational experiences. Two hundred sixty-three graduates were surveyed by questionnaire, and 197 graduates responded to the survey (75 percent rate of return). The following conclusions were reached: 1. course requirements were believed satisfactory by most graduates; 2. all core requirements except marketing and introduction to business were thought valuable by most graduates; 3. office administration majors consider business finance and statistics to have little or no value to their occupations; 4. most graduates who had not continued their education were employed in an area related to their undergraduate major; 5. most graduates recognized certain deficiencies in job-placement services at Nicholls State University; and 6. graduates exhibited strong job stability and were progressing monetarily. Recommendations which resulted from this study included: 1. attention should be given to ways to increase the amount of instruction in data processing, oral communication, and insurance; 22 2. reevaluate the place of marketing and introduction to business and study ways to make these courses more relevant; 3. possibly eliminate the requirement that office administration majors complete business finance and statistics; 4. retain the one semester course in office machines as a requirement for all majors and consider requiring at least one semester of collegiate typewriting of all business majors; 5. core requirements in business and general studies should remain as they are; 6. on-campus interviewing and job-placement procedures should be scrutinized; and 7. periodically repeat studies of this type in order to continually upgrade the program. Dufrene Study (1983) The purpose of this study conducted at Nicholls State University in Thibodaux, Louisiana, was to assess the effectiveness of the two-year office administration curriculum. Ninety-eight graduates (those who received the associate degree in office administration from 1980 - 1982) and their employers were mailed questionnaires. The questionnaire was researcher made and had been previously pilot tested. A return of 72 percent was received. The questionnaire sought perceptions regarding a list of 86 office related competencies, both academic/technical and personal/ social. Hypotheses included: (1) a comparison of job importance and curricular emphasis revealed that graduates perceived that 13 of 86 competencies received inadequate curricular emphasis; (2) a comparison of graduate and employer responses for job importance showed significant differences 23 for 12 of 86 competencies; and (3) a comparison of self-evaluations of graduates to employer evaluations of graduates indicated that signifi- cant differences occur for 9 of 86 competencies. The .05 level of confidence was required for rejection of null hypotheses. Dufrene's conclusions drawn from the findings included: (1) curricular emphasis generally meets or exceeds job requirements for academic competencies and (2) responses for graduates and employers generally agree concerning performance ratings. It was recommended that future follow-up efforts be directed toward graduates since there was general agreement between the responses of graduates and those of employers. Dyess Study (1981) The purpose of this study was to follow up graduates of the department of business administration who attended San Jacinto College from January, 1977, through May, 1981, in order to determine whether certain selected business courses had provided them with the necessary skills and knowledges to meet the employment requirements of business and industry. Four hundred seventy—six graduates were mailed questionnaires, and a response rate of 48 percent was received. The questionnaire was modi- fied from one used by Patricia Axmann in a follow-up of office occupa— tions students who attended Wharton County Junior College in Wharton, Texas. It was pilot tested for reliability. A list of 13 task clusters encompassing the knowledge and skills learned in business administration classes comprised the questionnaire. The hypothesis tested in this study was that there is no discrepancy between how important a task is on the job and how well 24 the graduate was prepared for it at San Jacinto College. The .05 level of confidence was required for rejection of the null hypothesis. Findings developed from the data included: 1. graduates rated the importance of tasks on the job differently than their preparation for those tasks for 10 of the 13 task clusters. These clusters were typewriting tasks, dictating and transcribing tasks using Gregg or ABC shorthand, dictating and transcribing tasks using dictating machines, filing tasks, verbal communication tasks, written communication tasks, operating electronic calculators, operating word processing equipment, mailing tasks, and general clerical tasks; 2. the three tasks which were not statistically significant (graduates tended to rate importance similar to preparation) were gathering data tasks, using mathematics (without machines), and finan- cial and recordkeeping tasks; and 3. specific tasks needing curricular attention included typing statistical copy and reports, grammar and punctuation, technical report writing, data gathering, and bank statement reconciliation. Johnson Study (1971) The purpose of this study was to appraise the undergraduate business programs at Northwestern State University in Natchitoches, Louisiana. Three hundred sixty business, business education, and distributive education graduates were surveyed via questionnaire, and an 86 percent return rate was received. Information requested included: 1. post-graduate occupational experiences; 2. four-year curriculum requirements; and 25 3. graduates' education experiences. The study reported that approximately 61 percent of the graduate respondents were working in the area of business for which they had prepared. Conclusions reached as a result of the study were: 1. a majority of graduate respondents from the College of Business and Education secured employment in the area of business; 2. the majority of graduate respondents were satisfied with their choice of major in business; and 3. most graduate respondents indicated a high value for business communications, principles of accounting, electronic data processing, business finance, and money and banking. Sullivan Study_(1977) The purpose of this study was to examine the office administration major specifically in terms of: 1. the level of position attained by women who received a degree with a secretarial specialization; 2. the career aspirations of graduates; 3. the obstacles to obtaining a high—level secretarial, managerial, and/or executive position; and 4. the advantages or disadvantages of a secretarial background in meeting the aspirations of the graduates. The population of this study was 220 female graduates who obtained a Bachelor of Arts degree in business administration from Michigan State University between 1955 and 1975 inclusive. The questionnaire was used to collect data, and a return rate of 80 percent was received. 26 Some of the findings of the study were: 1. seventy-eight percent of the respondents were married, and 65 percent had children; 2. all respondents were less than 50 years of age; 3. forty-seven percent of the graduates were employed on a full- time basis, 13 percent were employed on a part-time basis, and 41 per- cent were unemployed; 4. high-level secretarial positions (executive secretaries and administrative assistants) were obtained by 45 percent of the graduates and 16 percent attained managerial level positions; 5. most graduates reported that they like their work-indicating factors such as job security, work conditions, the job itself, potential for advancement, and challenge of the work; 6. forty—seven percent indicated that they needed further educa- tion and/or training if they wished to advance; 7. over 70 percent of the graduates felt that their secretarial skills contributed in some degree to advancement and that the secretarial core and the business administration core had been important factors in preparing them for employment. The following conclusions were based on the findings: 1. once graduates were established in secretarial positions, opportunities to advance into non-secretarial positions were limited; 2. relatively few of the office administration majors obtained middle-management positions; 3. office administration does not offer the best entrance into the business world for women who aspire to move beyond the secretarial level into management; 27 4. over half of the graduates remain employed for only one to five years after graduation, but many return to full-time employment after their family responsibilities are lessened; Urbaniak Study (1983) The purposes of this study were: (1) to construct a profile of the typical business administration graduate of Northern State College in Aberdeen, South Dakota, at least six months after graduation; (2) to make curriculum recommendations that will affect the present and future business students; and (3) to determine if there is agreement among the educational programs provided and the perceived needs of students and employers. Five hundred graduates were surveyed via questionnaire, and a return rate of 71 percent was received. The questionnaire included the Minnesota Satisfaction Questionnaire and the Minnesota Satisfactoriness Scales. Findings of the study included: 1. positions held by two-year graduates included: secretary, clerk, programmer/analyst, computer operator, labor, and other; 2. both two-year and four—year graduates indicated that the courses business communication, principles of accounting (I and II), intermediate accounting, business machines, salesmanship, and miscella- neous other courses were most helpful in employment since graduation; 3. lack of quality in job placement was the greatest weakness in the program; 4. over 91 percent of the four-year graduates and over 80 percent of the two-year graduates were presently employed in a position that provided an opportunity to use their business skills; 28 5. both two-year and four-year graduates reported being satisfied with their work; and 6. employers indicated that graduates were satisfactory to highly satisfactory. Williams Study (1960) The purpose of this study was to determine the effectiveness of the office training program at Flint Community Junior College in Flint, Michigan, as related to the employment needs of former students. The effectiveness was determined by comparing the job expectancy of 200 students with the job realities of a similar number of former students. Another part of the study compared the training given students and the training expected by employers. The questionnaire method was used for students, former students, and employers. Interviews with directors of office personnel in some large industries supplemented questionnaire data. Information sought from students included the type of work expected, employment conditions, vocational skills and personal qualities offered as perspective employees. Information sought from former students included employment conditions and deficiencies in office administration training. Information sought from employers included employment condi- tions, vocational skills and personal qualities considered important for employability, and deficiencies prevalent in employees. Findings included several areas which provided the basis for possible revisions in the training program. These findings included: 1. students, former students, and employers agreed on the knowledges and skills commonly used in office occupations; as well as 29 2. students, former students, and employers agreed on the personal factors which contribute to success on the job; 3. some lack of understanding among students of the types of job opportunities that were available in the area and the subjects that would best prepare them for the kind of jobs they hoped to secure; and 4. apparent overemphasis in some areas of academic instruction and lack of emphasis in others. One recommendation was to conduct additional studies to provide for continued interchange between business and Michigan State University. Williams also recommended that conferences be offered as another way to bring about articulation between business and educational institutions. Zabinsky Study (1976) The purpose of this study was to obtain evaluative data to assess the effectiveness of business education programs in accredited private business schools and public junior colleges in San Diego County. Objectives outlined included: (1) to compare follow-up data of the graduates of the two types of schools, including employment status, additional training since graduation, job information, advancement, and salary information; (2) to compare employer evaluations of on—the-job graduates of the two types of schools by analyzing mean scores on the scales of the Minnesota Satisfactoriness Scales (MSS), totally and by program; and (3) to compare mean scores on the General Satisfactoriness Scale of the M88 of graduates from the two types of schools with the given published norm means, totally and by program. Institutions involved in this study were three accredited private business schools and five public junior colleges. Data were collected on 600 students from these institutions who had completed a secretarial 30 or office/clerical training program during the 1972 - 1974 school years. The random sample method was used to select comparable groups based on sex, age, race, marital status, level of education, type of program completed, and year of completion. The final groupings consisted of 100 public junior college students and 100 private business school students. Data from these groups and their employers were collected via questionnaire. There was no significant difference in the distribution of graduates on present employment status, additional training since graduation, time to secure a job since graduation, time on present job, job turn-over, job relatedness to training, salary status, or program choice satisfaction. It was concluded that both types of school are serving the career oriented students in terms of secretarial and office/clerical occupational preparation. Summary There is a abundance of information available to researchers on how to go about conducting follow—up research. Also, numerous follow-up studies have been made of office administration graduates from high schools, junior and community colleges, and colleges and universities. Generally, however, there have not been many long-term follow-up studies of four-year collegiate programs particularly at the doctoral level. The review of literature presented here revealed evidence that much needed research has been completed for the purpose of appraising post- secondary office administration programs. Generally, respondents indicated satisfied with their education in office administration. CHAPTER 3 Procedures Used and Design of the Research The purpose of this study was to conduct a follow-up, through a questionnaire, of office administration graduates who graduated from McNeese State University between December, 1970, through July, 1984, to determine whether or not the courses they had taken had provided them with the necessary skills and knowledge to meet the requirements of business and industry. A synthesis of Kingston's (1978) study recommended areas of interest for follow—up studies produced the following areas of interest for this study: 1. number and percent of graduates employed, 2. entry-level job titles and additional training, 3. current job titles and salaries of those employed, 4. attitudes concerning courses in the curriculum, entry-level proficiency requirements, and component elements basic to office work, 5. role of shorthand in helping graduates find employment, speed requirements, and use in daily office work, 6. correlation between collegiate learning experiences and office work experiences, 7. extent of satisfaction with degree, career, and job, 8. attitudes toward instruction in office administration, and 9. correlation between opinions of graduates and employers concerning courses in the curriculum, entry-level proficiency require- ments, and component elements basic to office work. 31 32 It was the intent of this study to acquire data to assist in the evaluation and future planning of the baccalaureate program of the Department of Office Systems and Business Communication. This study was the first scientific step in the development of new knowledge about the baccalaureate program of the Department. Borg and Call (1983) state that science has four purposes: description, prediction, control, and explanation. They state "Science could not advance without accurate " Given the purpose and intent of identification and description . . . . this study, the descriptive-survey method of research was the most appropriate research method. Thompson (1978) supports the theory behind follow-up research. He writes, "It is almost universally agreed that information from and about students after they leave school or college is important to the school or college in evaluating its program and in planning for the future." This chapter describes the procedures used in implementing this study. It discusses population, development of the questionnaires, collection of data, and design of the research. Population The population of this follow-up included: all four-year majors who graduated from McNeese State University and majored in office administra— tion from December, 1970, through July, 1984; and the employers of those graduates. Graduates receiving the Bachelor of Science (BS) degree totaled 129. Graduates reported a total 70 different employers. The graduates were identified from their respective commencement lists. According to the records from the Dean of the College of Business, 129 office administration majors were graduates from December, 1970, through July, 1984. 33 Addresses for graduates were obtained from the alumni office and from permanent records of graduates of the department. Permission to search the records was granted by Dr. LaJuana W. Lee, Head of the Department of Office Systems and Business Communication. The names and addresses of parents were used whenever the addresses of graduates were unknown. The Lake Charles City Directogy_was used to determine telephone numbers for some graduates. This was used for reminder calls. Addresses for two graduates were unknown, and ten letters were returned by the postal service as "undeliverable." After the final follow-up for graduates, a list of employers was developed. The procedure for developing the master list of employers was to list employer names from graduate questionnaires. An employer's name was listed only once if two or more graduate respondents listed the same employer. This procedure provided a list of 70 employers for the study. After excluding graduates for whom addresses could not be located and deleting duplicate employer names, the population for this study was composed of 117 graduates and 70 employers. Development of Questionnaires Graduate Questionnaire Development In the search of related literature, several survey instruments which seemed appropriate for the collection of data were located. Various aspects of the collected instruments were revised and refined in order to develop research questionnaires appropriate for the population and purpose of this study. A copy of the explanatory cover letter is included in Appendix A. A copy of the graduate questionnaire is included in Appendix B. 34 Page one (see Appendix B) of the graduate questionnaire sought information on year of graduation (item no. 1) and employment status (item no. 2). If the graduates had not entered an office occupation since graduation, they were asked to give a reason (item no. 3). Page one also sought information on job title (item no. 4) and name and address of company where first employed in an office occupation (item no. 5). Page two sought information on the most common methods for additional training provided by employers (item no. 6) and collegiate courses appropriate for incorporation into the curriculum which prepares entry-level office employees (item no. 7). Page three sought informa- tion concerning entry-level proficiency requirements on various types of office equipment as skill prerequisites for entry-level office employ- ment (item no. 8). The list of equipment was compiled from job descrip- tions of office occupations listed in the Dictionary of Occupational Titles (1977), the Occupational Outlook Handbook (1980), and a booklet by Erickson (1971). Pages four and five contained lists of component elements basic for work in office occupations, grouped into seven categories or basic com- ponents (item no. 9). The list of component elements was based on a list by Erickson (1971). Graduates were asked to rank the three top component elements in each category or basic component. They were also asked to chart when they, as entry-level office employees, were first assigned responsibility for each of the three top ranked component elements and when they relinquished responsibility for those elements. At the bottom of page five, graduates were asked to report on shorthand as an employment prerequisite (item no. 10) and on the use of shorthand in their entry—level office position (item nos. 11, 12, and 35 13). Also, graduates were asked whether or not their office education corresponded with their entry-level office experience (item no. 14). Page six sought information regarding job satisfaction (item no. 15); a Semantic Differential scale having eight word groups describing the manner in which instruction was offered in office education at McNeese State University (item no. 16); and a question seeking degree of satisfaction graduates have with their degree in office administration (item no. 18). Item 17 concerned whether graduates had ended their office occupations careers. Page seven sought various employment and demographic questions which included: type of company where first employed in an office occupation (item no. 19), current job title (item no. 20), age (item no. 21), marital status (item no. 22), and annual income (item no. 23). Employer Questionnaire Development The graduate questionnaire was revised and used to obtain information from the employers of graduates as reported by graduates. The number of employers totaled 70. The first page (see Appendix D) of the employer questionnaire sought identification on a job title for a person with a degree in office administration who might apply for an office occupations job in that particular business (item no. 1). Employers were then asked to rank collegiate courses appropriate for incorporation into the curriculum which prepares entry-level office employees (item no. 2). Page two of the employer questionnaire sought employer ranking of the three top component elements in seven categories of basic components for office work (item no. 3). This was a simplified version of item nine on the graduate questionnaire. 36 Page three sought employer indication of entry-level proficiency requirements for employees on various types of office equipment (item no. 4). The last page of the employer questionnaire sought employer information on the use of shorthand and typewriting skills (item nos. 5—12). This information included percent of time the skill (shorthand and typewriting) was used per workday and minimum speed required. The final item (no. 13) on the employer questionnaire was used to identify the type of business office for employers. A copy of the explanatory cover letter is included in Appendix C. A copy of the employer question- naire is included in Appendix D. Validation of the Questionnaire After preparation, the graduate and employer questionnaires were reviewed for clarity, meaning, and appearance by a panel of business educators from the nine state colleges and universities under the Louisiana State Board of Trustees. This step was taken as recommended by Wentling and Lawson (1975) and West (1977). The graduate question- naire was then administered to the 1980 class of office administration graduates from Southeastern Louisiana University in Hammond, Louisiana, as a pilot. Graduates from Southeastern Louisiana University were selected to avoid having respondents in the pilot study who were also included in the formal study. Each graduate was asked to make comments regarding the clarity, meaning, and appearance of the questionnaire. The results from the pilot test were taken into consideration in the development of the questionnaires used in the actual study. Since the employer questionnaire was a simplified version of the graduate question— naire no pilot test was conducted to assess its validity. 37 Reliability of the Questionnaire According to Hillestad (1977), the test-retest procedure was considered suitable for determining the reliability of the questionnaire. Hillestad gives two reasons for the suitability of the test—retest procedure: first, there are no correct or incorrect answers to the questionnaire items and second, the questionnaire did not yield a total score. Downie and Starry (1977) state that a Pearson correlation coefficient is computed between the two sets of scores with the £_value indicating the reliability of the two scores. Axmann (1981) followed the advice of Hillestad and Downie and Starry in the development of the research instrument used in her follow-up study of post-secondary office administration graduates. Hillestad (1977) warns ". . . the danger exists, of course, that something could occur between administrations that would drastically affect the subjects' attitudes toward the topic." Borg and Call (1983) continue: The most critical problem in calculating this form of reliability is to determine the correct delay between the two administrations of the measure. If the retest is administered too quickly after the initial test, students will recall their responses to many of the items, which will tend to produce a spuriously high reliability coefficient. On the other hand, if the retesting is delayed for too long a period, there is a good possibility that the students' ability to answer some items will change. The reliability of such an instrument is difficult, if not impossible, to establish. While the reliability of personal, factual items, such as employment and income, is high; the reliability of attitude responses is harder to determine since a changed response can mean a changed attitude, not a faulty instrument (Kerlinger, 1973). 38 The graduate questionnaire as revised for the pilot test was sent to the pilot group of graduates one month after they originally received their questionnaires. Responses from both the pilot study and the follow-up pilot study were examined by a Statistical Package for the Social Sciences (SPSSE) procedure, to determine a Pearson correlation coefficient for the test—retest data. The procedure for a Pearson cor- relation coefficient is part of the §P§§§_procedure called PEARSON CORR. The reliability coefficients indicate how well respondents' first responses match their second responses. The median reliability coeffi- cient was .90, indicating that graduates were generally consistent in their responses. Collection of Data Permission was sought and granted from Dr. LaJuana W. Lee, Head of the Department of Office Systems and Business Communication to conduct this study. The graduate questionnaire and cover letter were mailed to 127 graduates on August 1, 1984. Graduates were instructed to answer all items carefully. Each addressed, stamped return envelope was numbered to correspond to each graduate respondent's name on the master list of graduates. This procedure allowed for the directing of follow- up notices to non-respondents, while maintaining the anonymity of the respondents. Responses were not linked to any one individual. This first mailing resulted in 43 returns (37 percent). Ten questiOnnaires were returned by the postal service as "undeliverable," leaving 117 potential responses. A follow-up letter was mailed to those graduates from whom responses had not been received by August 15-a two week period. By that date, 58 graduates (50 percent) had returned questionnaires. Two 39 weeks later, on August 29, a letter and a second copy of the question- naire were sent to each graduate from whom a response had not been received. Seventy-five graduates (64 percent) had returned question- naires by that time. A third letter was mailed on September 12; the deadline for graduate responses was September 19. The total number of responses at the deadline for graduate questionnaires was 94 (80 per- cent). This total made up the number included in the survey results. The employer questionnaire and cover letter were mailed to 70 employers of office administration graduates of McNeese State University on September 21, 1984. Each addressed, stamped return envelope was numbered to correspond to each employer respondent's name on the master list of employers. As with the graduates, this procedure allowed for the directing of follow-up notices to non-respondents, while maintaining the anonymity of the respondents. Responses had been received from 15 employers (21 percent) by that time. A follow-up letter was mailed to those employers from whom responses had not yet been received by October 5. Thirty-six employers (51 percent) had returned questionnaires by that date. Two weeks later, on October 19, a second letter and copy of the Questionnaire were sent to each employer from whom a response had not been received. Thirty— nine employers (56 percent) had returned questionnaires by that date. A third letter was mailed on November 2; the deadline for employer responses was November 16. The total number of responses at the dead- line for employer questionnaires was 46 (66 percent). This total made up the number included in the survey results. 40 Design of the Research The data from returned graduate and employer questionnaires were entered into a computer file which had been developed to organize the data in various ways. Responses of graduates were tallied separately from responses of employers. After conferring with a consultant for the Michigan State University, College of Education, Office for Research Consultation, and Dr. Kenneth Fairbanks, Associate Professor of Mathematics, Murray State University, it was determined that frequencies and percentages were appropriate for discussing separately graduate respondent data and employer respondent data. The Friedman test (two-way analysis of vari- ance) was used to determine final rankings of component elements for both graduate respondents and employer respondents. Spearman's rho was used to compare graduate respondent data and employer respondent data. Treatment of Graduate Data Graduate respondent data were analyzed by an §P§§z procedure, FREQUENCIES, to determine the number and percentage of responses made for each item on the graduate questionnaire. The Friedman test (two-way analysis of variance) was used to determine final rankings of component elements (graduate questionnaire, item no. 9). Treatment of Employer Data Employer respondent data were analyzed by an §P§§§_procedure, FREQUENCIES, to determine the number and percentage of responses made for each item on the employer questionnaire. The Friedman test (two—way analysis of variance) was used to determine final rankings of component elements (employer questionnaire, item no. 3). 41 Treatment of Graduate and Employer Data Graduate respondent data and employer respondent data were analyzed by an §P§§§ procedure, NONPAR CORR, to compute the Spearman rank order coefficient to determine if significant correlations existed between responses from graduates and responses from employers concerning the courses for incorporation into the current office administration curriculum. Further analysis of graduate respondent data and employer respondent data was made by an.§£§§§_procedure, NONPAR CORR, to compute the Spearman rank order coefficient to determine if significant correlations existed between graduate respondent ratings and employer respondent ratings of entry-level proficiency requirements for various office equipment. The final analysis for graduate respondent data and employer respondent data was made by an.§£§§§_procedure, NONPAR CORR, to compute the Spearman rank order coefficient to determine if significant correla- tions existed between graduate respondent rankings and employer respon— dent rankings on a listing of component elements basic to office work. CHAPTER 4 Analysis of Follow-Up Data The analysis of the data obtained from the office administration graduates and their entry-level employers who responded to questionnaire surveys is presented in four parts. The first part of this chapter presents demographic data for graduate respondents. These data include: year of graduation, age of graduates, marital status, classification of businesses for entry-level positions, and years of time in entry-level positions. Part two of this chapter presents the analysis of data from graduates who responded to the graduate questionnaire. This analysis is based on 94 responses (80 percent of the population). Analysis of data from the employers of graduates is presented as the third part of the chapter. This analysis is based on 46 responses (66 percent of the reported population). The fourth part of the chapter presents a comparison of responses from graduates and employers. This analysis deals with the correlation of the responses from graduates and employers. Demographic Data Year of Graduation The number and percentage of graduate respondents receiving baccalaureate degrees by year of graduation are presented in Table 1. In the 15 years prior to this follow-up study, 129 women were graduated from McNeese State University with a Bachelor of Science degree in office administration. 42 43 TABLE 1 Graduate Respondents Receiving Baccalaureate Degrees by Year of Graduation N=94 Number Percentage Number Percentage of of of of Year of Graduation Graduates Graduates Respondents Respondents 1970 3 2 3 3 1971 6 5 3 3 1972 5 4 3 1973 7 5 4 4 1974 8 6 2 3 1975 8 6 6 6 1976 10 8 8 9 1977 10 8 7 7 1978 9 7 7 7 1979 10 8 5 5 1980 13 IO 12 13 1981 14 10 12 13 1982 10 8 9 10 1983 6 5 5 5 1984 10 8 8 9 Total 129 100 94 100 Age of Graduates As shown in Table 2, the majority of graduate respondents indicated that they were between the ages of 25 to 30 (53 percent). No graduate 44 respondents reported being older than 45 years of age. One graduate respondent did not answer to this item. TABLE 2 Graduate Respondents by Age N=94 Number Percentage of of Age Respondents Respondents under 25 19 20 25 to 30 50 53 31 to 35 19 20 36 to 40 4 5 41 to 45 1 1 46 to 50 - — over 50 - - No response 1 1 Total 94 100 Marital Status Thirty—three of the graduate respondents (35 percent) indicated that they were single. Responses from married graduate respondents totaled 54 (57 percent). The number and percentage of graduate respondents by marital status are revealed in Table 3. 45 TABLE 3 Marital Status of Graduate Respondents N294 Number Percentage of of Marital Status Respondents Respondents Single 33 35 Married 54 57 Divorced 1 1 Widowed 5 6 No response 1 1 Total 94 100 Classification of Business for Entry—Level Positions The types of businesses where graduate respondents were first employed in office occupations are shown in Table 4. Of the available categories, local government (8 percent), manufacturing (9 percent), petroleum industry (24 percent), and service (6 percent) were the most common types of offices where graduates respondents were first employed in office occupations. Twenty—two graduate respondents (25 percent) indicated other as the type of business where first employed in an office occupation. Architectural (1), chemical (4), industrial (6), legal (6), and religion (3) were listed to identify the other category. Two graduate respondents did not identify their choice of other. 46 Table 4 Classification of Businesses in Which Graduate Respondents Were First Employed N885 Number Percentage Classification of of of Business Respondents Respondents Communication 1 1 Construction 4 5 Education 3 4 Federal government 2 2 Finance 4 5 Insurance l 1 Local government 7 8 Manufacturing 8 9 Petroleum industry 20 24 Real estate 3 4 Retail trade 3 4 Service 5 6 State government 1 1 Utilities 1 1 Other 22 25 Total 85 100 Years of Time in Entry-Level Position Graduate respondents reported various years of time spent in entry- level employment as presented in Table 5. Less than one year was reported by 20 graduate respondents (24 percent). 47 Thirty—eight graduate respondents (44 percent) reported that they spent from one to three years in their entry—level office occupations jobs. Table 5 Years of Time in Entry-Level Positions by Graduate Respondents N=85 Number Percentage of of Years of Time Respondents Respondents Less than one year 20 24 1 to 3 years 38 44 4 to 6 years 15 18 7 years or more 7 8 No response 5 6 Total 85 100 The number and percentage of graduate respondents by time between graduation and entry-level employment in office occupations are illus- trated in Table 6. The majority of the graduate respondents (76 percent) reported employment within one year after graduation. Sixteen of the graduate respondents (19 percent) did not respond to this item. 48 TABLE 6 Time Between Graduation and Entry-Level Employment of Graduate Respondents N=85 Number Percentage of of Time Span Respondents Respondents Less than one year 52 61 One year 13 15 More than one year 1 1 Employment prior to graduation 3 4 No response 16 19 Total 85 100 Analysis of Graduate Data Entrerevel Employment Status Researchyguestion 1: What number and percentage of graduates found entry-level employment in office occupations? Eighty-five of the graduate respondents (90 percent) were employed in office occupations after graduation. Nine of the graduate respon- dents (10 percent) were not employed in office occupations. Because of the brevity of the information, no table was constructed for the number and percentage of respondents who did and did not enter office occupations after graduation. Two of the nine graduate respondents who did not enter office occupations reported marriage/family obligations as their reasons for not entering employment in office occupations. Preference for other 49 work was reported as the reasons for not entering employment in office occupations by two graduate respondents. One graduate respondent reported, "deciding to continue my education." One graduate respondent reported, "received a 'better' offer as a laboratory technician for a ' and one graduate respondent reported "taught type- chemical company;' writing at a local business school." Of the nine graduate respondents who reported not having entered employment in office occupations, only two reported that they could not find employment. Research Question 2: (a) What were the most common entry-level job titles of graduates who found employ- ment in office occupations, and (b) what additional training was provided by their entry-level employers? Entry-Level Job Title Research Question 2.a: What were the most common entry-level job titles of graduates who found employ- ment in office occupations? Graduates were asked to check one of three job titles: administrative assistant, executive secretary, or secretary. These job titles were chosen because the Department of Office Systems and Business Communication at McNeese State University proposes to prepare office occupations workers for employment in these three areas. Other was available as a fourth choice. The choice administrative assistant was reported by three graduate respondents (4 percent). Sixteen (19 percent) chose executive secretary to describe their entry-level job titles. Secretary was reported by 49 of the graduate respondents (57 percent). The results of the question which sought information on entry-level job titles are presented in Table 7. 50 In the other category, seven graduate respondents reported the job title of clerk. Seven other graduate respondents reported the title clerk typist, and three graduate respondents reported receptionist. Table 7 Job Titles in Entry-Level Positions for Graduate Respondents N=85 Number Percentage of of Job Title Respondents Respondents Administrative assistant 3 4 Executive secretary 16 19 Secretary 49 57 Other 17 20 Total 85 100 Additional Training Research_Question 2.b: What additional training was provided by their entry—level employers? Table 8 is a report of graduate respondent ranking of five methods of additional training which were provided them by their employers while in their entry-level jobs. The ranking scale was from one-representing most common-to five-representing least common. Directions for tasks given by employer was the most common method. Both regular classes for office employees and evening classes (tuition paid) were ranked as the least common methods. 51 OOH mm HQ on 0N NN HH o e m m e mH HH w OOH mm “N ma a: mm fin 0N N N ¢ m H H Q OOH mm ma mg e m fla m NN mu NN MN NN mg m OOH mm N 0 0H 0H “N a an NN NH ON ON NH m 00“ mm NN MN e m N N N o 0N NN «m 0N N Auwmm coaufisuv mommmHu mcfiso>m mommoanam ouammo you mommmflu unaswox nxmmu uamwuonm you sownfi>uoasm mamscma ouwumo muomoaqso an =O>fiw mxmmu new macauuoufin N .02 N .oz N .oz N .oz N .02 N .oz N .oz omaoammm conuoz weaswmuh mamuos Omsoamom n e m N a emu: oz soaaoo cosaoo once; one: owamm mmuz muoNoHaam Ho>oauNuuem names Na emea>oum Nagaamue Hoeoauaee< mo wafixcmm uaovsoqmom ouosvmuu wcwumowcsH momsoqmom mo ammuaouuom can .uonasz .omcoqmom sow: vounwwoz w mqm¢e 52 Research Questiop:3: (a) What are the current job titles of the graduates, and (b) what are their salaries? Current Job Titles Research Question 3.a: What are the current job titles of the graduates? Job titles currently held by graduate respondents are listed in Table 9. Thirty-two graduate respondents (38 percent) reported holding the job title of secretary. Clerk was reported by eight graduate respondents (10 percent). Thirteen percent of the graduate respondents were unemployed. Five of the graduate respondents included in the unemployed group reported their job titles as homemaker. Because of the brevity of the informa— tion, no table was constructed for the number and percentage of respon- dents who currently hold and do not hold positions in office occupations. Job Titles Which Most Closely Describe Current Positions by Graduate Respondents Number Percentage of of Job Title Respondents Respondents Account service representative 2 2 Accountant/accountant assistant 4 5 Administrative assistant 1 1 Assistant personnel manager 1 1 Bookkeeper 2 2 Business teacher 1 1 Clerk 8 10 Clerk typist 4 5 Court reporter I 1 Executive secretary 3 4 Legal secretary 4 5 Medical social worker 1 l Receptionist l 1 Secretary 32 38 Supervisor 2 2 Systems analyst 1 1 Word processor operator 1 1 Unemployed 11 13 No Response 5 6 Total 85 100 54 Current Salaries Researcthuestion 3.b: What are their salaries? Graduate respondents reported various current salary figures as shown in Table 10. Eleven (13 percent) indicated current salary as under $10,000. Most of the responses came for the salary range $10,000 - $20,000-34 (40 percent). There were 29 responses (34 percent) for the salary range $20,001 - $30,000. Seven graduate respondents (8 percent) choose prefer not to answer as their choice. TABLE 10 Current Salary Range of Graduate Respondents N=85 Number Percentage of of Salary Range Respondents Respondents Under $10,000 11 13 $10,000 - $20.000 34 40 $20,001 - $30,000 29 34 $30,001 - $50,000 2 2 Prefer Not to Answer 7 9 No Response 2 2 Total 85 100 Research_Question 4: What general attitudes do graduates have concerning (a) the courses currently incorporated into the office administration curriculum, (b) entry-level proficiency requirements for various office equipment, and (c) component elements considered basic for office work? 55 Courses to Incorporate into the Office Administration Curriculum Research Question 4.a: What general attitudes do graduates have concerning the courses currently incorporated into the office administration curriculum? Graduate respondent opinions regarding agreement for courses to be incorporated into the present curriculum in office administration are revealed in Table 11. All graduate respondents indicated that business communication and typewriting should be incorporated into the curriculum. Graduate respondents ranked eleven of the courses which are presently included in the office administration curriculum as important for incor- poration into the curriculum with an average percent of agreement of 95. These courses included: administrative procedures, business behavior, English/grammar, machine transcription, management, management informa- tion systems, management of word processing, office management, organiza- tional behavior, records management, and word processing. Responses to the other category included: advertising, stenotype or court reporting machine, medical terminology, psychology, and a "real world" course. 56 ooH mm I I H H m N Ha NN soaunHuumcouu oaquoz ooH mm I I o n «m aN oo Hm oucmsHm o2 3 I I H H I I 8 am Casaakmzmcm ooH mm N N NH oH mm on Hm me mowaoaoum ooH mm H H n s 0N NH «N no oucoaum housaaou ooH mm H H mm Nq on mm m e m=H=OHmo ooH mm I I N o ow «m mm me :oH moosumsm ooH mm I I I I I I ooH mm :oaumuucssaou mmocamsm ooH mm I I H H HH 0 mm mu naowuoHsuHmu moosHmsm ooH mm I I N N H H no Nw uoH>mson mumsHmsm OOH mm I I H H N N No Nw mousvououn O>HuouuMH=HBv< ooH mm I I H H mH 0H ow we wawussouu< NHmuowoz wmsoawwm mouwmwmm manuswmz Moouwooz omusoo oz esHsuHuuso sOHumuumwsHav< ouammo usmnoum mwuz onu :H woumuoquoucH on vHsoam vo>OHHmm mucocsoamom mumsvmuo sauna momusoo HH mam

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