INFORMATION TO USERS Thit material wot produced from a microfilm copy of the original document. While the m o it advanced technological me am to photograph and reproduce thii docum ent have been used, the quality is heavily dependent upon the quality of the original subm itted. The following explanation of techniques is provided to help you understand markings or patterns which m ay appear on this reproduction. 1. The sign or "targ et" for pages apparently lacking from the document photographed is "Missing Paga(s|". If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting thru an image and duplicating adjacent pages to insure you complete continuity. 2. When an image on the film is obliterated with a large round black mark, it is an indication th a t the photographer suspected th at the copy may have moved during exposure and thus cause a blurred image. You will find a good image of the page in the adjacent frame. 3. When a map, drawing or chart, etc., was part of the material being photographed the photographer followed a definite method in "sectioning" the material. It is customary to begin photoing at the upper left hand corner of a large sheet and to continue photoing from left to right in equal sections with a small overlap. If necessary, sectioning is continued again — beginning below the first row and continuing on until complete. 4. The majority of users indicate th at the textual content is of greatest value, however, a somewhat higher quality reproduction could be made from "photographs" if essential to the understanding of the dissertation. Silver prints of "photographs" may be ordered at additional charge by writing the Order Departm ent, giving the catalog number, title, author and specific pages you wish reproduced. 5. PLEASE NOTE: Some pagas may have indistinct print. Filmed as received. Xerox University Microfilms 300 North Z M b Road Ann Arbor, Michigan 40100 7 4-60 33 DUNBAR, Donald A rth u r, 1930AN EVALUATION OF THE RETAIL SEGMENT OF THE COMERCIAL FLORICULTURE TECHNICIAN PROGRAM AT MIQIIGAN STATE UNIVERSITY. M ichigan S ta te U n iv e r s it y , P h . D . , 1973 E d ucation , v o c a tio n a l University Microfilms, A XEROX Com pany , Ann Arbor, Michigan AN EVALUATION OF THE RETAIL SEGITNT OF THE COMMERCIAL FLORICULTURE TECHNICIAN PROGRAM AT MICHIGAN STATE UNIVERSITY By Donald A r t h u r Dunbar A DISSERTATION Sub m itte d to Michigan S t a t e U n i v e r s i t y In p a r t i a l f u l f i l l m e n t o f t h e r e q u i r e m e n t s f o r th e degree o f DOCTOR OF PHILOSOPHY C o l le g e o f A g r i c u l t u r e and N a t u r a l R e so u r c e s 1973 ABSTRACT AN EVALUATION OF THE RETAIL SEGMENT OF THE COMMERCIAL FLORICULTURE TECHNICIAN PROGRAM AT MICHIGAN STATE UNIVERSITY By Donald A r t h u r Dunbar Purpose. This stud y was made t o e v a l u a t e th e r e t a i l segment o f the Commercial F l o r i c u l t u r e T e c h n ic i a n Program a t Michigan S t a t e U n i v e r s i t y . The o b j e c t i v e o f t h e s t u d y was to d e te r m in e t h e e f f e c t i v e n e s s o f t h e program 1n p r e p a r i n g s t u d e n t s f o r t h e i r chosen o c c u p a t i o n s . Methodology. The e v a l u a t i o n was c o n ducted by means o f a m ailed q u e stio n n a ire survey. The I n s t r u m e n t was s e n t t o t h o s e n 1 ne ty -n 1n e fo rm er s t u d e n t s who completed two o r more term s o f academic work 1n the e n t e r i n g c l a s s e s o f 1964, 1965, 1966, 1967, o r 1968 and t o f o r t y - o n e employers o f f orm er s t u d e n t s t o o b t a i n b a s i c I n f o r m a t i o n and an a c c u r a t e m ailing l i s t . All fo rm er s t u d e n t s were c o n t a c t e d by phone and by m a l l . E 1ghty-f1ve p e r c e n t o f the f o rm er s t u d e n t s and 78% o f t h e employers responded to t h e q u e s t i o n n a i r e . The fo rm er s t u d e n t s working 1n t h e I n d u s t r y , t h e n o n - p e r s 1 s t e r s and t h e employers a l l r e c e i v e d d i f f e r e n t questionnaires. B a s i c a l l y t h e I n s t r u m e n t was d i v i d e d I n t o f o u r s e c t i o n s . P e r s l s t e r s and employers r a t e d t h e Importance o f f o r t y - n i n e s k i l l s to the performance o f t h e s t u d e n t s p r e s e n t j o b . The s t u d e n t s no ted where th ey l e a r n e d t h e s e s k i l l s and t h e employers e v a l u a t e d t h e i r performance Donald A rth u r Dunbar o f t h e s k i l l s on t h e j o b . The o t h e r s e c t i o n s were e d u c a t i o n a l a c t i v i t i e s , program Improvement and j o b h i s t o r y . Findings. Persistence: F i f t e e n p e r c e n t more males th an females p e r s i s t 1n t h e I n d u s t r y — t h i s I n c l u d e s 31% o f t h e females who a r e working p a r t - t i m e . S t u d e n ts from f l o r i s t f a m i l i e s have an 85.19% p e r s i s t e n c e r a t e as compared w ith 59% f o r eve ryone e l s e . Dropouts have a lower G.P.A. than any o t h e r group. H irin g P r a c t i c e s . fo rm er s t u d e n t s . The l a r g e and very l a r g e shops h i r e 76.5% o f a l l Employers h i r e new employees from s e v e r a l s o u r c e s : 39% from " o f f the s t r e e t s , " 14% from the "U" T e c h n ic a l program , 9.25% from de sign s c h o o l s , and 9.25% from v o c a t i o n a l s c h o o l s . Former S t u d e n t Employment S t a t u s . a re 1n management p o s i t i o n s . positions are: Sixty pe rc en t of the students The mean monthly s a l a r y f o r t h e f o l lo w in g s t o r e manager—$ 7 3 2 .0 0 ; a s s i s t a n t manager— $ 5 6 7 .0 0 ; d ep artm ent manager— $513 .00; d e s i g n e r s —$ 4 6 1.0 0. The g r a d u a t e s a v e r a g e s t a y 1n each jo b 1s 25.6 months and 11% were e a r n i n g o v e r $ 1 0 ,0 0 0 .0 0 annually. Se venty p e r c e n t o f the g r a d u a t e s p e r s i s t In t h e I n d u s t r y as compared w i t h 40% o f t h e d r o p o u t s . The most I m p o r t a n t r e a s o n s f o r g r a d u a t e s cha nging jo b s 1s advancem ent, " d i d n ' t l i k e e m p l o y e r ," and working c o n d i t i o n s . The main r e a s o n n o n - p e r s i s t e n t d r o p o u t s l e f t t h e i r j o b s was low wages. The v a s t m a j o r i t y , 96.43% o f t h e employers were e i t h e r s a t i s f i e d o r very s a t i s f i e d w i t h t h e i r fo r m e r s t u d e n t s . Skills. Former s t u d e n t s f e l t t h e most i m p o r t a n t d e s i g n s k i l l s were: p r i c i n g and d e s i g n i n g a rra n g em e n ts p r o f i t a b l y , d e s i g n i n g to p l e a s e c u s t o m e r s , and u s i n g good c o l o r c o m b i n a t i o n s . Employers a g r e e d w i t h the s t u d e n t s b u t added t h e a p p r e c i a t i o n o f t h e b u s i n e s s a s p e c t o f d e s i g n . Donald A rth u r Dunbar S t u d e n t s f e l t t h e most I m po rta nt management s k i l l s were meeting t h e p u b l i c , p l a n n i n g , comm unicating, g e t t i n g a lo ng w i t h employees and p u b l i c relatio n s. To t h e s e s k i l l s , employers adoed t h e a b i l i t y t o use the phone. The s t u d e n t s r e p o r t e d t h a t 52% o f t h e s k i l l s were l e a r n e d e i t h e r on placem ent t r a i n i n g o r " o u t s i d e M.S.U.' Educational A c t i v i t i e s . The c l a s s and s p r i n g f i e l d t r i p s , i n d u s t r y c o n v e n t io n s and t h e b r i d a l show were c o n s i d e r e d v e ry b e n e f i c i a l . Program Improvement. " O u tsid e " s p e a k e r s , plac em ent t r a i n i n g , and p r a c t i c a l c l a s s p r o j e c t s were t h e t h r e e most p o p u l a r program e l e m e n t s . E i g h t y - e i g h t p e r c e n t o f t h e fo r m e r s t u d e n t s would recommend t h e program t o a f r i e n d and 90% f e l t t h e y r e c e i v e d a good f l o r i c u l t u r e background from th e program. The s t u d e n t s f e l t t h e program c o u l d be Improved w i t h more f l o r a l d e s i g n e x p e r i e n c e , more b u s i n e s s c l a s s e s and by d ro p p in g o r s t r e n g t h e n ­ ing t h e n o n - h o r t i c u l t u r a l c o u r s e s . C o n c lu s io n s and Recommendations 1. Conduct an a n n u a l s t u d e n t program e v a l u a t i o n b e f o r e g r a d u a t i o n . 2. More academic and placem ent t r a i n i n g c o u n s e l i n g 1s needed. Two v i s i t s by t h e c o o r d i n a t o r a r e a l s o s u g g e s t e d . 3. More b u s i n e s s and d e s i g n c o u r s e s a r e needed. S e v e r a l non- h o r t i c u l t u r e c o u r s e s need t o b e s t r e n g t h e n e d o r d r o p p e d . 4. The a d m i s s io n s t a n d a r d s o f t h e program need t o be to u ghened. 5. Add a t h r e e t e r m s t r i c t l y v o c a t i o n a l program and b u i l d the "2 y e a r program" I n t o a f u l l two y e a r a s s o c i a t e d e g r e e program. ACKNOWLEDGMENTS The a u t h o r w i s h e s t o e x p r e s s h i s deep a p p r e c i a t i o n t o t h e many f i n e p e o p le who a s s i s t e d in t h i s s t u d y . Dr. G. Mouser, Chairman o f the Guidance C o r m l t t e e has b e en the model o f p o s i t i v e p a t i e n c e p e r s o n i f i e d . He has always been a v a i l a b l e f o r a s s i s t a n c e o r a word o f e n co u rage m ent. Dr. H. E c k e r , D i r e c t o r o f t h e I n s t i t u t e o f A g r i c u l t u r a l T ech no lo g y, has been a v i t a l s o u r c e o f e n co u rag e m ent and i n s p i r a t i o n . He has been i n t e r e s t e d in and e n t h u s i a s t i c a b ou t a l l a s p e c t s o f t h i s e f f o r t . A s p e c i a l th a n k s t o o f o r h i s f i n a n c i a l a s s i s t a n c e 1n c o n d u c t i n g t h i s study. Dr. E. R o e l o f s , whenever c a l l e d upon, has been most e a g e r to h e l p and f o r t h i s a t t i t u d e t h e a u t h o r 1s m o s t g r a t e f u l . A s p e c i a l t h a n k s t o Dr. Lee T a y l o r f o r h i s s t e a d y c o n c e r n e d p u s h i n g and f o r h i s w e a l t h o f c o n s t r u c t i v e I d e a s . A n o t h e r acknowledgment i s a c c o r d e d t o Dr. John Carew, Chairman o f the Department o f H o r t i c u l t u r e , f o r h i s u n d e r s t a n d i n g , p a t i e n c e and e ncouragem ent. W ithout h i s s u p p o r t , t h i s e n d e a v o r would n o t have been possible. A word o f t h a n k s to o f o r a l l t h e a s s i s t a n c e o f t h e fo r m e r s t u d e n t s and t h e i r em p loy ers and f o r t h e many who t e s t e d t h e q u e s t i o n n a i r e . The a u t h o r i s most g r a t e f u l to e a c h pe rs o n who a s s i s t e d . F i n a l l y t h e d e e p e s t a p p r e c i a t i o n 1s e x p r e s s e d t o t h e a u t h o r ' s f a m i l y . To h i s w i f e , Cleo, and son T r a v i s , w i t h o u t whose u n d e r s t a n d i n g , p a t i e n c e and s a c r i f i c e , t h i s d i s s e r t a t i o n c ou ld n e v e r have be en c o m p lete d . 11 TABLE OF CONTENTS CHAPTER I. II. III. IV. V. Page INTRODUCTION ................................................................................................... 1 Purpose ....................................................................................................... Hypotheses .................................................................................................. Terms D e f i n e d ......................................................................................... B a s i s f o r t h e S t u d y ............................................................................ Need f o r the S t u d y ................................................................................ Follow-Up Study G u i d e l i n e s ............................................................... 3 5 6 6 9 11 REVIEW OF LITERATURE.................................................................................. 12 C h a r a c t e r i s t i c s o f Program E v a l u a t i o n .................................... Purpose o f E v a l u a t i o n s ........................................................................ Scope o f E v a l u a t i o n ............................................................................ Types o f E v a l u a t i o n ............................................................................ Review o f R e l a t e d S t u d i e s ............................................................... 13 15 19 20 22 METHOD OF CONDUCTING THE STUDY........................................................... 32 Survey P o p u l a t i o n and Sources o f Data ...................................... Q u e s t i o n n a i r e C o n s t r u c t i o n and U s e ................................. S e c u rin g the D a t a ................................................................................. P r o c e s s i n g t h e D a t a ............................................................................ 32 35 38 40 PRESENTATION OF THE FINDINGS................................................................ 41 P o p u l a t i o n .................................................................................................. Telephone I n t e r v i e w s ............................................................................ Q u e s t i o n n a i r e Responses .................. . . . . . . S t u d e n t E d u c a tio n a l A c t i v i t i e s ... ..................................................... Em plo yer's Q u e s t i o n n a i r e ................................................................... S k i l l s and Competencies ................................................................... E d u c a ti o n a l A c t i v i t i e s ........................................................................ Program Improvement ............................................................................ Employment H i s t o r y o f Former S t u d e n ts .................................... 41 42 55 57 62 76 114 126 141 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS ..................................... 152 S u m m a r y ....................................................................................................... 152 111 Page Purpose o f t h e S t u d y .................................................................... Method o f Con ducting t h e Study .............................................. Summary o f D a t a ............................................................................. I m p l i c a t i o n s o f t h e S t u d y ................................................................ Reconmendatlons f o r F u t u r e Study .................................................. C o n c l u s i o n s ............................................................................................... 152 152 153 161 162 163 BIBLIOGRAPHY ...................................................................................................................... 166 APPENDIX A. L etter Recommending Follow-Up Study ............................................... 170 B. L etter Reconmendlng Follow-Up Study ............................................... 171 C. L etter Recommending Follow-Up Study ............................................... 172 D. M a i l i n g L i s t "Update" L e t t e r ................................................................. 173 E. Cover L e t t e r f o r "Update" L e t t e r ........................................................ 174 F. L i s t o f S t u d e n t s and R e t a i l Flower Shop Owners o r Managers Who T e s t e d The Q u e s t i o n n a i r e ....... ....................................... 175 G. Former S t u d e n t Q u e s t i o n n a i r e Cover L e t t e r .................................. 176 H. P e r s i s t e n t S t u d e n t Q u e s t i o n n a i r e ........................................................ S k i l l s and Competencies S e c t i o n ....... ....................................... E d u c a t i o n a l A c t i v i t i e s S e c t i o n .............................................. Program Improvement S e c t i o n ................................................... Job H i s t o r y S e c t i o n ..................................................................... 177 177 181 182 185 I. N o n - P e r s i s t e n t S t u d e n t Q u e s t i o n n a i r e Cover L e t t e r 188 J. E mployers' Q u e s t i o n n a i r e Cover L e t t e r ....................................... 189 K. Employers' Q u e s t i o n n a i r e .......................................................................... 190 L. F i r s t S t u d e n t and Employers' Reminder L e t t e r ............................. 197 M. Former S t u d e n t s ' Second Q u e s t i o n n a i r e Cover L e t t e r . . . . 198 N. Employers' Second Q u e s t i o n n a i r e Cover L e t t e r ............................ 199 0. Second Former S t u d e n t Reminder L e t t e r ............................................. 200 P. T h i r d Former S t u d e n t and Employer Reminder L e t t e r 202 1v . . . . . . . . APPENDIX Page Q. Q u e s t i o n n a i r e Thank You L e t t e r ............................................................ 203 R. Names and A ddre ss es o f Former S t u d e n t s .......................................... 204 S. Names and A ddress es o f E m p l o y e r s ........................................................ 208 v LIST OF TABLES TABLE I. II. III. IV. V. VI. V II. VIII. IX. X. XI. XII. XIII. Page ................................................................... 34 The Year Former S t u d e n t s Entered th e Comnerclal F l o r i c u l t u r e T ec h n ic al Program ...................................................... 43 C a t e g o r i e s o f Former S t u d e n ts .......................................................... 44 Numbers o f S t u d e n ts E n t e r i n g , Dropping Out and G ra d u atin g from t h e Commercial F l o r i c u l t u r e T e c h n ic i a n Program Between 1964 and 1968, I n c l u d i n g P r o d u c t io n and R e t a i l M a j o r s ..................................................................................... 46 Employment S t a t u s o f t h e Former S t u d e n t s o f th e Commercial F l o r i c u l t u r e T e c h n ic i a n Program o f t h e E n t e r i n g C l a s s e s o f 1964, 1965, 1966, 1967 and 1968 as o f Ju n e 1 , 1973 ..................................................................................... 48 P o s i t i o n s P r e s e n t l y Held by Former S t u d e n ts o f t h e Commercial F l o r i c u l t u r e T ec hn ic ian Program ................................ 50 R a ti o o f Male t o Female Gradu ates and Dropouts i n t h e Cormierlcal F l o r i c u l t u r e T e c h n ic ia n Program C l a s s e s o f 1964 t h r o u g h 1968 51 R e l a t i o n s h i p o f Grade P o i n t Averages to t h e Various C a t e g o r i e s o f Former S t u d e n t s .......................................................... 53 Comparison o f t h e P e r s i s t e n c e Rate o f S t u d e n ts from F l o r i s t and N o n - F l o r 1 s t F a m ilie s ...................................................... 54 Comparison o f t h e P e r s i s t e n c e Rate Between Male and Female Former S t u d e n t s ............................................................................ 54 Responses to M a i li n g s o f Q u e s t i o n n a i r e s and Reminder L e t t e r s ............................................................................................................ 56 Responses t o Q u e s t i o n n a i r e s by Former S t u d e n t C a t e g o r i e s ....................................................................................................... 58 The R e l a t i o n s h i p o f t h e Number o f Fu ll-Tim e Flower Shop Employees t o I t ' s Annual Volume and L o ca tio n . . . . 59 Former S t u d e n t P o p u l a t i o n vl TABLE XIV. XV. XVI. XVII. XVIII. XIX. XX. XXI. XXII. XXIII. XXIV. XXV. XXVI. XXVII. XXVIII. XXIX. Page R e l a t i o n s h i p o f Shop S i z e to H i r i n g o f Former ......................................................................................................... Students 60 Employer H i r i n g P r a c t i c e s For New Employees ............................ 61 Management P o s i t i o n s P r e s e n t l y Held by Former S t u d e n t s .............................................................................................................. 66 Management S a l a r i e s o f Former S t u d e n t s .......................................... 68 .................... 70 Employers' R a tin g s o f S t u d e n t s ' Jo b P e r f o r m a n c e : Very S a t i s f i e d and S a t i s f i e d ; Very D i s s a t i s f i e d and D i s s a t i s f i e d ............................................................................................ 71 R a ti n g o f Former S t u d e n t s ' P e rf o r m a n c e by Employers 73 Employers' R a ti n g s o f S t u d e n t s ' Jo b P e rfo rm a n ce . . . Complete R ating o f Former S t u d e n t s ' P e rfo rm a n ce by E m p l o y e r s .................................................................................. 74 Employers' S u g g e s t i o n s on How to Improve t h e Comnerclal F l o r i c u l t u r e T e c h n i c i a n Program a t M ichig an S t a t e U n i v e r s i t y .......................................................................................................... 75 Im portance o f A b i l i t i e s R e l a t e d t o F l o r a l Design as Rated by P e r s i s t e n t Former S t u d e n t s .............................................. 79 The Ranking o f Im portance o f F l o r a l De sign A b i l i t i e s as Rated by P e r s i s t e n t Former S t u d e n t s .......................................... 80 Importance o f A b i l i t i e s R e l a t e d t o F l o r a l Design a s Rated by E m p l o y e r s ....................................................................................... 82 The Ranking o f Importance o f F l o r a l Design R e l a t e d A b i l i t i e s as Rated by P e r s i s t e n t Former S t u d e n t s and E m p l o y e r s ................................................................................................. 84 Im porta nce o f A b i l i t i e s R e l a t e d t o Flo w er Shop Management as Rated by P e r s i s t e n t Former S t u d e n t s 85 . . . . The Ranking o f Im porta nce o f Flower Shop Management A b i l i t i e s as Rated by All S t u d e n t s ................................................... 86 Importance o f A b i l i t i e s R e l a t e d t o Flower Shop Manage­ ment as Rated by E m p l o y e r s ..................................................................... 87 v1i TABLE XXX. XXXI. XXXII. XXXIII. XXXIV. XXXV. XXXVI. XXXVII. XXXVIII. XXXIX. XL. XLI. XL II. XLI11 . Page The Ranking o f Importance o f Flower Shop Management R e la te d A b i l i t i e s as Rated by P e r s i s t e n t Former S t u d e n t s and Employers ........................................................................... 89 Comparison o f A b i l i t i e s Rated 'Not Re quired' by P e r s i s t e n t Former S t u d e n t s and by Employers ........................... 91 Comparison o f A b i l i t i e s Rated 'Not Required' o r ' S l i g h t l y I m p o r t a n t ' by P e r s i s t e n t Former S t u d e n t s and Employers ........................................................................... 92 Comparison o f A b i l i t i e s Rated 'C o n s id e r a b l y I m p o r t a n t ' by P e r s i s t e n t Former S tu d e n ts and by E m p l o y e r s .................................................................................................. 94 Comparison o f A b i l i t i e s Rated 'C o n s id e r a b l y I m p o r t a n t ' o r ' C r i t i c a l l y I m p o r ta n t' by P e r s i s t e n t Former S t u d e n t s and Employers .......................................................... 95 A b i l i t i e s Reported by P e r s i s t e n t Former Student$ as Being 'C o n s i d e r a b l y ' o r ' C r i t i c a l l y I m p o r t a n t 1 f o r Which They Received No T r a i n i n g ...........................„ ...................... 97 Comparison o f A b i l i t i e s Rated ' C r i t i c a l l y Im p o rta n t' by P e r s i s t e n t Former S t u d e n ts and by E m p l o y e r s ....................... 99 A b i l i t y to Perform S e l e c t e d Competencies as E valuated by Employers ...................................................................... 100 Where P e r s i s t e n t Former S t u d e n t s Learned the Most About S k i l l s In t h e F l o r a l Design A r e a ........................................ 104 Where P e r s i s t e n t Former S t u d e n ts Learned th e Most About A b i l i t i e s in t h e Flower Shop Management A r e a ................................................................................................................... 107 Where P e r s i s t e n t Former S t u d e n t s Learned A b i l i t i e s Judged ' C o n s i d e r a b l y o r C r i t i c a l l y I m p o r ta n t' ....................... 110 A b i l i t i e s Acquired by P e r s i s t e n t Former S tud en ts Through A g r i c u l t u r a l Technology Classroom I n s t r u c t i o n o r Pla cement T r a i n i n g ................................................. 112 E1g hty-E1ght Former S t u d e n t s Rating o f Educationa l A ctivities .................................................................................................. 116 The Response o f Former S t u d e n t s by Category to t h e Value o f E ig h t E d u c a ti o n a l A c t i v i t i e s ........................................ 117 v 1 11 TABLE XLIV. XLV. XLVI. XLVII. XLVIII. XLIX. L. LI. L II. LIII. LIV. LV. LVI. Page Former S t u d e n ts P a r t i c i p a t i o n 1n Edu cational A c t i v i t i e s ....................................................................................................... 120 Comparison o f P e r s l s t e r and N o n - P e r s l s t e r Rankings o f E d u c a tio n a l A c t i v i t i e s ................................................................... 121 Ranking o f Former S t u d e n t Responses to Edu cational A c t i v i t i e s From Most t o L e a s t Im p o rta n t .................................... 122 Former S t u d e n t E v a l u a t i o n o f E d u ca tio n a l A c t i v i t i e s Com pilation o f P o s i t i v e and N e g a tiv e Responses ...................... 125 Former S t u d e n t s F e e l i n g Concerning Various Elements o f t h e Comnerclal F l o r i c u l t u r e T ec hn ic ian Program . . . . 127 Former S t u d e n t s Ranking o f S i x t e e n S t a te m e n t s Concerning Various Elements o f t h e Commercial F l o r i c u l t u r e T e c h n ic i a n Program ...................................................... 128 Former S t u d e n t s Ranking o f t h e P o p u l a r i t y o f Various Elements 1n t h e Commercial F l o r i c u l t u r e T ech nic ian P r o g r a m ........................................................................................................... 129 Former S t u d e n t s Ranking o f T h i r t e e n S t a te m e n t s Dealing w i t h T h e i r U n d e r s t a n d i n g o f and R e l a t i o n s h i p to t h e F l o r a l I n d u s t r y ......................................................................................... 131 Former S t u d e n t s Respon se , by C a te g o r y , t o T h i r t e e n S ta te m e n ts D e alin g w ith T h e i r U n d e rstand in g o f and R e l a t i o n s h i p to t h e F l o r a l I n d u s t r y ............................................ 132 Former S t u d e n t s Ranking by P e r c e n t a g e s o f the Extremely I m p o r t a n t R e l a t i o n s h i p s o r Concepts ...................... 134 Former S t u d e n t s Ranking o f t h e Importance o f State m ents Concerned w ith T h e i r U nderstanding o f o r R e l a t i o n s h i p t o t h e F l o r a l I n d u s t r y ............................................................................ 135 F e e l i n g s o f Former S t u d e n t s Concerning Recommending t h e Commercial F l o r i c u l t u r e T e c h n ic a l Program to Friends Considering E ntering the Industry ( P e r s l s t e r s and N o n - P e r s 1 s t e r s ) ...................................................... 137 F e e l i n g s o f Former S t u d e n t s Concerning Recommending t h e Commercial F l o r i c u l t u r e T e c h n ic a l Program t o F r i e n d s C o n s i d e r in g E n t e r i n g t h e I n d u s t r y ( G rad uates and D ropouts) ....................................................................... 137 1x TABLE Page LVII. F e e l i n g s o f Former S t u d e n t s on Whether o r Not t h e Commercial F l o r i c u l t u r e T e c h n lc a 1 Program Gave Them a Good F l o r l c u l t u r a l Background ( P e r s l s t e r s and N o n - P e r s 1 s t e r s ) ............................................................................................ LVIII. F e e l i n g s o f Former S t u d e n t s on Whether o r Not t h e Comnerclal F l o r i c u l t u r e T e c h n i c a l Program Gave Them a Good F l o r i c u l t u r e Background ( G r a d u ates and D ro p o u t s ) 138 . 138 A C o m p i l a t i o n o f Former S t u d e n t Responses: How t h e Comnerclal F l o r i c u l t u r e T ec h n ic al Program Can Be E v a l u a t e d and Improved .............................................................................. 139 Job S t a t u s f o r Former S t u d e n t s ............................................................. 142 The Average Number o f F u ll-Tim e Jobs Held by Former S t u d e n t s S i n c e L eaving t h e Program and t h e Average Length o f Time S p e n t 1n Each J o b ........................... 143 LXII. P r e s e n t S a l a r i e s o f Employed Former S t u d e n t s ............................. 146 LXIII. A Ranking o f Reasons Former P e r s i s t e n t G r a d u a t e s L e f t T h e i r J o b s ............................................................................................ 147 C o m p i l a t i o n o f Reasons Given by P e r s i s t e n t Drop o uts f o r L ea v in g T h e i r J o b s .............................................................................. 149 C o m p i l a t i o n o f Reasons Given by N o n - P e r s i s t e n t Dro pouts f o r Leavin g T h e i r J o b s ........................................................ 150 LIX. LX. LXI. LXIV. LXV. x CHAPTER I INTRODUCTION In 1963 Congress passed the Manpower Development and T r a i n in g A c t , commonly r e f e r r e d t o by e d u c a to r s as t h e V o c a t i o n a l E du ca tio n Act. This a c t s o l i d i f i e d t h e i d e a s and p h i l o s o p h i e s o f v o c a t i o n a l e d u c a t o r s a c r o s s the n a t i o n b y p r o v i d i n g funds to e n l a r g e t h e number o f permanent voca­ t i o n a l t r a i n i n g programs 1n the United S t a t e s . The Id ea o f v o c a t i o n a l t r a i n i n g was f o r m a l l y Implemented when g r a n t s were g i v e n t o s t a t e s t o e s t a b l i s h t r a i n i n g I n t h e a re a s o f a g r i c u l t u r e , t r a d e , I n d u s t r y , home economics, t e a c h e r t r a i n i n g and a d m i n i s t r a t i o n . S i n c e 1963 a d d i t i o n a l t r a i n i n g a r e a s have been added such as n u r s i n g , f i s h e r i e s and d i s t r i b u ­ tive o c c u p a tio n s .^ S i n c e t h e I n c e p t i o n o f t h i s a c t t h e r e have been changes 1n t h e fin an cial b a s e o f o p e ra tio n o f vocational e d u c a ti o n . Before 1960 t h e U.S. go v e rn m e n t p r o v i d e d $50 m i l l i o n a y e a r t o a l l v o c a t i o n a l e d u c a t i o n programs. I n 1965 t h e s e programs were g i v e n $255 m i l l i o n and In 1968, $542 m i l l i o n . A f t e r a 10 y e a r p e r i o d , by 1 97 3 , t h e funds a l l o t t e d t o the program has i n c r e a s e d 18 f o l d t o $910 m i l l i o n . Not only has th e amount o f F e d e r a l s u p p o r t money I n c r e a s e d , b u t t h e s t a t e s a r e a l s o a llo ca tin g v a s t resources for this cause. In 1963 t h e s t a t e s were Whe V o c a t i o n a l E d u c a tio n Act o f 1 9 6 3 , R e p o r t No. 0E-80034 65, O ffice o f E d u c a t i o n (DHEW), Washington, D.C. 1 2 spending t h r e e d o l l a r s on t h i s program f o r e v e r y d o l l a r r e c e i v e d from 2 the Federal Government. Many a d d i t i o n a l laws have been passed s i n c e 1963 which have st r e n g th e n e d th e v o c a t i o n a l e d u c a t i o n program i n t h e Un ited S t a t e s . Norman H a r r i s , a pro minent e d u c a t o r , s t a t e s t h a t t h e s e laws were well founded because o f a f o r e s e e a b l e need o f t e c h n i c i a n s . He e s t i m a t e s t h a t In the 1970*s o v e r 75,000 t e c h n i c i a n s w i l l be needed in t h e 3 f i e l d s o f a g r i c u l t u r e and n a t u r a l r e s o u r c e s a l o n e . One rea so n f o r t h i s need i s the e x p a n s i o n o f our economy. In 1900 only abo ut 10% o f the l a b o r f o r ce was c a t e g o r i z e d as s e r v i c e w o r k e r s . In 1980 t h e f i g u r e w i l l be over 13%, and o n e - h a l f o f t h e s e workers w i l l be in white c o l l a r jobs. In a d d i t i o n , by 1980, 7 o u t o f e very 10 non-farm workers w i l l be employed 1n a s e r v i c e i n d u s t r y . The p r o f e s s i o n a l and t e c h n i c a l segment of th e working f o r c e i s expanding f a s t e r th an any o t h e r g roup.^ Because o f t h i s need o f , i n t e r e s t 1n and s u p p o r t f o r v o c a t io n a l e d u c a t i o n , t h e r e was a s p e c t a c u l a r i n c r e a s e in e n r o l l m e n t in a g r i c u l t u r e and n a t u r a l r e s o u r c e s 1n p o s t - s e c o n d a r y i n s t i t u t i o n s . Between 1966 and 1970 e n r o l l m e n t in t h e s e I n s t i t u t i o n s doubled from 10,290 to an e s t i ­ mated 21,500. During t h i s same p e r i o d t h e number o f t e a c h e r s doubled from 142 to 290, as d i d t h e number o f i n s t i t u t i o n s t e a c h i n g v o c a t i o n a l ^W1111 am Gary Ward, " P r o c e s s E v a l u a t i o n o f V o c a t i o n a l E d u c a tio n ," A Review and S y n t h e s i s o f S e l e c t e d 'R esearch in E d u c a t i o n ' Documents. Oklahoma Vocational R e se arch C o o r d i n a t i n g U n i t , S t i l l w a t e r , Oklahoma, August 1970. 2 A llen Sherman, G. Arden and L. P r a t t , " A g r i c u l t u r e and Natura l Resources P o st Secondary Program s," American A s s o c i a t i o n o f J u n i o r C o l l e g e s , Washington, D . C . , 1971. 3 Russell B. F l a n d e r s , "L ea rn in g t o Serve t o E a r n , " A Report o f the Governor's Symposium on Vocational E d u c a ti o n . Ohio S t a t e Univer­ s i t y , J u l y 1969, 3 education. There a r e now more th an 1,000 tw o -yea r p o s t - s e c o n d a r y sch o ols in the United S t a t e s and t h e i r number 1s I n c r e a s i n g a t the r a t e o f a p p ro s l m a te l y one each week. a g r i c u l t u r a l programs. About 300 o f t h e s e I n s t i t u t i o n s o f f e r The g r e a t e s t growth o f t h e s e i n s t i t u t i o n s 1s o c c u r r i n g a t the community c o l l e g e l e v e l r a t h e r t h a n a t t h e t e c h n i c a l 5 c o lle g e , technical i n s t i t u t e or ju n io r college l e v e l . With the heavy emphasis o f i n t e r e s t and d o l l a r s 1n v o c a t io n a l e d u c a ti o n t h e r e was a c o r r e s p o n d i n g i n t e r e s t 1n t h e e f f i c i e n c y with which t h i s money was b e in g s p e n t . The 1968 amendment to th e Vocational E ducation Act o f 1963 r e q u i r e s t h e s t a t e a d v is o r y c o u n c i l s t o conduct an annual program, s e r v i c e and a c t i v i t y e v a l u a t i o n . With t h i s amendment, e v a l u a t i o n becomes an I n t e g r a l p a r t o f any v o c a t i o n a l - t e c h n i c a l program.** Pu rpose This paper 1s b a s i c a l l y an e v a l u a t i o n o f t h e r e t a i l segment o f the Commercial F l o r i c u l t u r e T e c h n ic a l Program a t Michigan S t a t e U n i v e r s i t y . The program was e v a l u a t e d by means o f a follo w -up s t u d y o f g rad u a tes and o t h e r former s t u d e n t s and t h e i r employers. The o b j e c t i v e s o f t h i s s tu d y were to: 1. Determine w h at s k i l l s were Im porta nt t o and needed by p e r s i s t e n t form er s t u d e n t s I n o r d e r t o p e r f o r m t h e i r jo b s s a t i s f a c t o r i l y , as e v a l u a t e d by th em se lv es and by t h e i r e m p lo y ers. 5 Sherman, op. c i t . 6Ward» op. c i t . 4 2. D e term in e where the above s k i l l s were l e a r n e d a s r e c a l l e d by the stu d en t. 3. D e term in e t h e r e l a t i v e i m p o r t a n c e o f the s k i l l s a s r a t e d b o t h by t h e former s t u d e n t and h i s employer. 4. D e te r m in e the a b i l i t y o f p e r s i s t e n t former s t u d e n t s t o perform the s k i l l s 5. l i s t e d as r a t e d by t h e i r employers. D e term in e t h e s k i l l s o r t r a i n i n g t h e g r a d u a t e s f e l t t h e y l a c k e d upon completion o f t h e program. 6. D e t e r m in e w h e t h e r o r n o t t h e i n s t r u c t i o n a l o b j e c t i v e s o f t h e F l o r a l Design cours es w e r e met. 7. D e t e r m in e which e d u c a t i o n a l a c t i v i t i e s the fo r m e r s t u d e n t s p a r t i c i p a t e d 1n. 8. D e term ine t h e e d u c a t i o n a l c o n t r i b u t i o n t h a t f o r m e r s t u d e n t s f e l t they r e c e i v e d from e a c h o f t h e e i g h t l i s t e d s c h o o l a c t 1 v1 t i e s . 9. D e te r m in e fo rm er s t u d e n t s ' o p i n i o n s on s i x t e e n a s p e c t s o f th e t e c h n i c a l program. 10. D e t e r m in e fo rm er s t u d e n t s ' o p i n i o n s as t o the i m p o r t a n c e Of t h e i r many program r e l a t e d r e l a t i o n s h i p s In g a i n i n g a b e t t e r u n d e r s t a n d i n g of th e f l o r a l 11. Industry. D e term in e fo rmer s t u d e n t s ' o p i n i o n s o f t h e Commercial F l o r i c u l t u r e Technical Program . 12. D e t e r m in e t h e reasons f o r m e r s t u d e n t s l e f t th e p ro g ram . 13. D e t e r m in e t h e employment h i s t o r y o f former s t u d e n t s . 5 14. D eterm in e t h e p e r c e n t a g e o f g r a d u a t e s who remain w i t h i n t h e floral I n d u s t r y and t h e i r r e a s o n s f o r p e r s i s t e n c e o r l a c k o f persistence. 15. D e term in e t h e r e l a t i o n s h i p between s c h o l a r s h i p and p e r s i s t e n c e in the g ra d u a te s. Can a s t u d e n t ' s p e r s i s t e n c e 1n the I n d u s t r y be p r e - d e t e r m 1 n e d by h i s s c h o l a r s h i p 1n t h e program? 16. Compare t h e p e r s i s t e n c e r a t e s between t h e s e x e s and between s t u d e n t s from f l o r i s t i n d u s t r y f a m i l i e s w i t h t h o s e from non­ f l o r i s t fam ilies. Hypotheses 1. There 1s a d i r e c t r e l a t i o n s h i p between program p e r s i s t e n c e and occupational p e rs is te n c e . 2. Former s t u d e n t s w i l l j u d g e t h e Im portance o f s k i l l s needed f o r t h e i r p r e s e n t j o b w i t h s i g n i f i c a n t d i f f e r e n c e from t h e i r e m p l o y e r s ' e v a l u a t i o n o f t h e i m p o r tan c e o f t h e s k i l l s . 3. There w i l l be a d i v e r s i t y o f o p i n i o n 1n f o r m e r s t u d e n t s ' e v a l u a t i o n s o f t h e t o t a l Comnerclal F l o r i c u l t u r e Program a t M ichiga n S t a t e U n i v e r s i t y . 4. There w i l l be a high c o r r e l a t i o n between f o r m e r s t u d e n t s ' p e r s i s t e n c e and t h e i r p a r t i c i p a t i o n i n t h e l i s t e d e d u c a t i o n a l act1 v1 t i e s . 6 Terms Defined Dropout o r n o n - f i n i s h e r : A s t u d e n t who c om pleted one t o f o u r terms o f c l a s s work, b u t f a i l e d t o com plete t h e g r a d u a t i o n r e q u i r e m e n t s . Employers: Floral industry firm s, organizations o r vocational a g ric u l­ t u r a l s c h o o l s which employ fo rm er s t u d e n t s o f t h e Commercial F l o r i c u l t u r e T e c h n i c a l Program a t Michigan S t a t e U n i v e r s i t y . Graduates: S t u d e n t s who have completed a l l t h e r e q u i r e m e n t s f o r g r a d u a t i o n from t h e Conmerclal F l o r i c u l t u r e T e c h n i c a l Program. Former s t u d e n t s : Any s t u d e n t o f t h e Commercial F l o r i c u l t u r e T e c h n ic a l Program who has com p leted a minimum o f two term s o f c l a s s work. P erslsters: Any f o r m e r s t u d e n t who 1s now employed 1n t h e f l o r a l i n d u s t r y , r e g a r d l e s s o f a p o s s i b l e employment p e r i o d 1n a n o t h e r i n d u s t r y o r anyone who l e f t t h e f l o w e r I n d u s t r y and 1s now 1n t h e m ilita ry service. Housewives may be employed on e i t h e r f u l l o r a part-tim e b a sis. N on-persisters: Any fo r m e r s t u d e n t s who a r e n o t employed 1n t h e f l o r a l I n d u s t r y , a r e n o t h o r t i c u l t u r a l s t u d e n t s , o r who e n t e r e d t h e m i l i t a r y s e r v i c e from a n o n - h o r t 1 c u l t u r a l o c c u p a t i o n . B a s i s f o r the Study Even though some v o c a t i o n a l program l e a d e r s op p ose e v a l u a t i o n and view i t as a t h r e a t t o t h e i r j o b s e c u r i t y . I t can be and u s u a l l y i s a very p o s i t i v e f o r c e 1n program Improvement. t o how t h e s e e v a l u a t i o n s s h o u l d be co n d u cted . T h e r e a r e many I d e a s as 7 David 7 s t a t e s t h a t t h e way t o e v a l u a t e a program 1s t o de te r m in e t h e e x t e n t o f change 1n t h e b e h a v i o r o f an i n d i v i d u a l t h r o u g h a c h i e v e ­ ment t e s t i n g . O Spless d e s c r i b e s a f o u r s t a g e t y p e o f e v a l u a t i o n use d w i t h t h e c o o p e r a t i o n o f s t a t e and l o c a l a d v i s o r y c o u n c i l s . The f o u r s t e p s o f h i s program d e a l w ith program e v a l u a t i o n , p r o d u c t and p r o c e s s e v a l u a t i o n , c o s t b e n e f i t s t u d i e s and an Im pact s t u d y o f v o c a t i o n a l e d u c a t i o n , Brahms g l i s t s s i x methods o f program e v a l u a t i o n . T hree a re as f o l lo w s : 1. Graduate I n t e r v i e w s ( b e f o r e l e a v i n g s c h o o l s ) . 2. Achievement t e s t i n g . 3. L ic e n s in g e x a m in a t io n t h r o u g h s t a t e - n a t i o n a l e x a m i n a t i o n s . L i t t l e ^ 0 d e t a i l s t h r e e t y p e s o f s t u d i e s on e v a l u a t i o n : 1. The A d m i n i s t r a t i v e R e p o r t . These a r e r e p o r t s on t h e In fo rma­ tion gathered d e s c r ib in g th e o c cu p a tio n al s t a t u s o f graduates Harry F. David, " S t a n d a r d i z e d Achievement T e s t s a s E v a l u a t i n g V o c a t i o n a l and T e c h n i c a l E d u c a t i o n P r o g r a m s," paper d e l i v e r e d t o t h e N a t io n a l C o n f e re n c e on E v a l u a t i n g T ec h n ic al E ducation Pro g ram s, A t l a n t i c C i t y , New J e r s e y , a Technique f o r an u np u blished V o c a tio n a l and O c tob er 1968, Q Kathryn S p ie s and Eugene R. S p l e s s , "A Guide t o E v a l u a t i o n ; M a s s a c h u s e t t s , " September 1969. g A r t h u r Bruhns, " E v a l u a t i o n P r o c e s s e s Used t o A s s e s s t h e E f f e c t i v e ­ ness o f V o c a t i o n a l - T e c h n i c a l P r o g r a m s , " School o f E d u c a t i o n Seminar paper p r e s e n t e d t o t h e g r a d u a t e s , U n i v e r s i t y o f C a l i f o r n i a a t Los A n g e le s, December 1968. 10Kenneth J . L i t t l e , "Review and S y n t h e s i s o f R e se arch I n t h e P l a c e ­ ment and Follow-Up o f V o c a t i o n a l E d u c a t i o n S t u d e n t s , " R esearch S e r i e s No. 49, Columbus, C e n te r f o r V o c a t i o n a l T e c h n i c a l E d u c a t i o n , The Ohio S t a t e U n i v e r s i t y , F e bru ary 1970. 8 o f s p e c i f i c programs. The f i n d i n g s a r e o f t e n o f l i t t l e value. 2. Benefit-Cost Studies. They f u r t h e r r e f i n e t h e e d u c a t i o n a l t r a i n i n g p r o c e ss by proving t h e economic e f f e c t i v e n e s s o f vocational education. They a r e e x t r e m e l y d i f f i c u l t t o c a r r y - o u t and t h e i r acc u ra c y and v a lu e depend t o a l a r g e e x t e n t on th e methods used. 3. Comparative S t u d i e s . These s t u d i e s compare t h e g r a d u a t e s o f d i f f e r e n t types o f e d u c a t i o n a l programs w i t h i n t h e same school o r the same s t a t e . However, a c c o rd in g to t h e N atio n al Advisory C ouncil on V o c atio n al E d u ca tio n , " E f f e c t i v e o c c u p a tio n a l p r e p a r a t i o n 1s I m p o s s i b l e 1f t h e school f e e l s t h a t I t s o b l i g a t i o n ends when t h e s t u d e n t g r a d u a t e s . The s c h o o l , t h e r e f o r e , must work w ith employers t o b u i l d a b r i d g e between school and work. P l a c i n g a s t u d e n t on th e j o b and f o l l o w i n g up h i s s u c c e s s e s and f a i l u r e s p rov id es t h e b e s t p o s s i b l e i n f o r m a t i o n t o t h e school on i t s s t r e n g t h s and w e a k n e s s e s . " ^ Hence t h e need f o r fo llo w -u p s t u d i e s 1s a p p a r e n t . Defined by O'Connor, the fo llo w -u p stu d y I s , "a p r o c e s s by which an e d u c a t i o n a l I n s t i t u t i o n se eks to d e te r m in e how e f f e c t i v e l y 1 t 1s meeting t h e needs o f t h o s e 1 t s e r v e s . I t 1s I n t r o s p e c t i v e . . . 1 t ^ A d v i s o r y Council on Vocational E d u c a ti o n , " V o c a t i o n a l E d u c a tio n : The B ri dge Between Man and H1s Work," Repro ductio n by C e n t e r f o r S t u d i e s In V ocational and Technical E d u c a ti o n , U n i v e r s i t y o f W is c o n s in , 1967. 9 d e te r m in e s how w e l l t h e s t a t e d o b j e c t i v e s o f t h e c o l l e g e a r e bein g achieved."^2 Need f o r t h e Study S in c e I t s I n c e p t i o n 1n 1947 t h e r e has n e v e r been a f o l lo w - u p e v a l u a t i v e study o f t h e p e r s i s t e n c e o f the g r a d u a t e s o f t h e Comnerclal F l o r i c u l t u r e T e c h n ic a l Program a t Michigan S t a t e U n i v e r s i t y . Most e very a r e a o f the f l o r a l I n d u s t r y 1s 1n c r i t i c a l need o f trained help. enormous. The manpower needs to Michigan* f l o r a l I n d u s t r y a r e I t 1s e s t i m a t e d t h a t a b o u t 200 workers a r e needed by t h e s t a t e ' s f l o w e r g r o w e r s , a n o t h e r 100 by the w h o l e s a l e r s and a b o u t 2, 400 employees by the s t a t e ' s 1,300 r e t a i l f l o r i s t s . have we l o s t from t h e I n d u s t r y and why? 13 How many g r a d u a t e s How many s t u d e n t s have dropped ou t o f t h e program and what v o c a t io n d i d they e n t e r ? What has happened to t h o s e s t u d e n t s and where a r e t h e y o r why a r e n ' t t h e y working In t h e f l o r a l Industry? There 1s no c o n t a c t w i t h f l o r i c u l t u r e alumni a s such u n l e s s they are members o f t h e Alumni A s s o c i a t i o n and r e c e i v e t h e i r p e r i o d i c m a i l ­ ings. S i n c e few g r a d u a t e s j o i n t h e a s s o c i a t i o n t h e r e I s l i t t l e alumni c o n t a c t and most o f t h e f l o r i c u l t u r e g r a d u a t e s a r e " l o s t " t o t h e I n s t i t u t e o f A g r i c u l t u r a l Technology. 12 Thomas O'Connor, "Follow-up S t u d i e s 1n J u n i o r C o l l e g e s , A Tool f o r I n s t r u c t i o n a l Improvement," Washington, D .C., American A s s o c i a t i o n of J u n i o r C o l l e g e s , 1967. 13 Donald A. Dunbar, "A Manpower Survey o f Various Segments o f t h e Michigan F l o r i c u l t u r e I n d u s t r y , " M a s t e r ' s t h e s i s , Michigan S t a t e U n i v e r s i t y , 1968. 10 The g r a d u a t e s could be a v a l u a b l e r e s o u r c e . They could p r o v i d e the necessary e v a l u a t i v e I n f o r m a t i o n a b o u t t h e program, and th ey a r e 1n the b e s t p o s s i b l e p o s i t i o n t o p r o v i d e feedback t o t h e program c o o r d i n a t o r s . High s c h o o l , a r e a v o c a t i o n a l sc ho o l and c o l l e g e c o u n s e l o r s have a g r e a t need f o r c a r e e r p l a n n i n g i n f o r m a t i o n . V oc ation al t e a c h e r s , admin­ i s t r a t o r s , f l o r a l a s s o c i a t i o n l e a d e r s and f l o r a l i n d u s t r y p e rs o n n e l could a l l use I n f o r m a t i o n t h a t c ould be g a t h e r e d from such a s u r v e y . The In f o r m a t io n c ould be u s e f u l to anyone r e c r u i t i n g f o r t h e f l o r a l Industry. Such a stu d y would uncover v a l u a b l e d a t a on the work h i s t o r y and p e r s i s t e n c e o f g r a d u a t e s as w e ll as I n f o r m a t i o n on t h e i r r a t e o f advancement and j o b o p p o r t u n l t i e s - - I n f o r m a t i o n a l l s t u d e n t s and p o t e n ­ t i a l s t u d e n t s a r e I n t e r e s t e d 1n. This s t u d y c o u ld a l s o be I n v a l u a b l e to t h e A g r i c u l t u r a l Technology I n s t i t u t e a d m i n i s t r a t o r s , c u r r i c u l u m p l a n n e r s , and I n s t r u c t o r s a s an e v a l u a t i o n o f b o t h c o u r s e s and t h e i r c o n t e n t . Dr. H. Eck er, D i r e c t o r o f t h e I n s t i t u t e o f A g r i c u l t u r a l Technology, Dr. John Carew, Chairman o f t h e Department o f H o r t i c u l t u r e and Dr. Norman Brown, who a t t h e time o f the I n i t i a t i o n o f t h i s s t u d y was th e A ssistant D irec to r o f R e sid en tial I n s t r u c t i o n , a l l expressed t h e i r d e s i r e f o r and need o f such a s t u d y 1n l e t t e r s which a r e In Appendices A, B and C. One c a n n o t deny th e need f o r a c o n s t a n t e v a l u a t i o n o f a l l e d uca ­ t i o n a l programs. This p r o c e d u r e 1s common t o I n d u s t r y as well as to e d u c a ti o n a l I n s t i t u t i o n s . t h i s c o n c e p t. The government t o o 1s a s t r o n g s u p p o r t e r o f In f a c t , any program which r e c e i v e s F ed eral a i d o r n a s s i s t a n c e must be e v a l u a t e d a n n u a l l y as r e q u i r e d by P u b l i c Law 90-576 (Amendment to t h e Vocational E d uca tio n Ac t o f 1963). Follow-Up Study G u i d e l i n e s Only those former s t u d e n t s who completed a minimum o f two terms o f t r a i n i n g in t h e Commercial F l o r i c u l t u r e T echnic al Program and were in the e n t e r i n g c l a s s e s o f 1964, 1965, 1966, 1967 o r 1968 were In c lu d e d in t h i s surve y. Because o f i n s u f f i c i e n t numbers, t h e p r o d u c t i o n o r i e n t e d s t u d e n t s were n o t i n c l u d e d in t h i s s t u d y . CHAPTER h REVIEW OF THE LITERATURE This f o llo w - u p s t u d y was conducted t o e v a l u a t e t h e r e t a i l a r e a o f t he Commercial F l o r i c u l t u r e T e c h n ic a l Program w i t h i n t h e I n s t i t u t e o f A g r i c u l t u r a l Technology a t Michigan S t a t e U n i v e r s i t y . T h erefo re, the g r e a t e s t emphasis in t h i s review o f l i t e r a t u r e i s on o t h e r f o l lo w - u p s t u d i e s conducted by p o s t - s e c o n d a r y a g r i c u l t u r a l e d u c a t i o n i n s t i t u t i o n s . However, a few o f the s t u d i e s r e p o r t e d i n vo lve d se co nd a ry e d u c a t i o n a l in stitutions. Some o f the l a t t e r d i d not o f f e r an a g r i c u l t u r a l c u r r i c ­ ulum bu t were i n c l u d e d when t h i s a u t h o r deemed 1t f r u i t f u l . Follow-up s t u d i e s have many p u r p o s e s . a l l u d e d to by L i t t l e . One o f them, e v a l u a t i o n , 1s He comments t h a t " f o l l o w - u p s t u d i e s o f g r a d u a t e s of v o c a t io n a l e d u c a t i o n programs, i f c a r e f u l l y planned and e x e c u t e d , can p ro v id e an i m p o r t a n t base o f i n f o r m a t i o n t o e d u c a t i o n a l p l a n n e r s and a d m i n i s t r a t o r s and t o f u t u r e v o c a t i o n a l t e c h n i c a l s t u d e n t s . " that " . . . He s a i d when they a r e coupled w i t h a p p r o p r i a t e a n a l y s i s t h i s type o f i n f o r m a ti o n can p o i n t the way to improved d e c i s i o n making by govern­ ment and i n s t i t u t i o n s on q u e s t i o n s o f p r i o r i t i e s among t y p e s , l e v e l s and f i e l d s o f e d u c a t i o n and t r a i n i n g programs. . . Even though e d u c a t o r s b e l i e v e in e v a l u a t i o n , n o t a l l o f them t h in k i t i s b ein g u t i l i z e d t o i t s f u l l p o t e n t i a l . 14 . L i t t l e , op. c i t . 12 According t o Moss, " . . . 13 program e v a l u a t i o n in v o c a t i o n a l , t e c h n i c a l , and p r a c t i c a l a r t s e d u c a ti o n has been an i n c i d e n t a l , c a s u a l , and s p o r a d i c a c t i v i t y . " He sa ys t h a t t h i s s i t u a t i o n i s due t o p o l l n c a l 15 c o n s i d e r a t i o n s and a shortage of tra in e d research ers. The word " e v a l u a t i o n " has many d i f f e r e n t meanings and i m p l i c a t i o n s , depending upon the u se r and t h e a u d i e n c e . Webster says t h a t " t o e v a l ­ ua te " i s " t o d e te rm ine or t o f i x the v a l u e o f . . . o r to examine and judge." E d u c a t o r s , such as Guba, c a l l i t "a p r o c e s s o f p r o v i d i n g and using i n f o r m a t i o n f o r making e d u c a t i o n a l d e c i s i o n s . " "a measurement o f a t t a i n m e n t o f goals . . . existing program s."^ 1 fi Kaufman c a l l s i t an e s t i m a t e o f th e v a lu e o f Bruhns i s more s p e c i f i c in d e f i n i n g 1 t as 11. . . the pro ce ss used t o a s s e s s t h e e f f e c t i v e n e s s of V ocational T ec hn ic al Programs." C h a r a c t e r i s t i c s o f Program E v a l u a t i o n From th e stu dy o f the e v a l u a t i o n o f many e d u c a t i o n a l programs, i t becomes obvious t h a t the s c i e n c e of e v a l u a t i o n has many f a c e t s , some 15 'Jerome Moss, "The E v a l u a t i o n o f O c cu p a tio n a l E d u c a ti o n a l P r o ­ grams," U n i v e r s i t y o f Minnesota Technical R e p o r t, Research C o o r d i n a t i n g Unit in O ccu patio n al E d u c a ti o n , September 1968. ^ E g o n G. Guba, " E v a l u a t i o n and Changes in E v a l u a t i o n , " p aper p r e s e n t e d a t Elk Grove T r a i n i n g and Development C e n te r S p r in g E v a l u a t i o n Conference, A r l i n g t o n H e i g h t s , I l l i n o i s , 1968. ^ J a c o b J . Kaufman, " C o st E f f e c t i v e n e s s A n a l y s i s as a Method f o r the E v a l u a t i o n o f Vocational and T echnic al E d u c a ti o n , " O f f i c e o f Educa­ t i o n (D.H.E.W.), Washington, D.C., December 1968. 18Bruhns, op. c i t . 14 more i m p o r t a n t than o t h e r s . All o f t h o s e l i s t e d below a r e n o t e s s e n t i a l o r p r e s e n t in e v e r y program e v a l u a t i o n , b u t t h e m a j o r i t y u s u a l l y a r e . 1. E v a l u a t i o n must be c o n ti n u o u s . E v a l u a t i o n must be a con­ ti n u o u s p r o c e s s , n o t a v a c c i n a t i o n to make the program immune to t h e need f o r s u b s e q u e n t c han ge ." 19 This i s i m p o r t a n t f o r q u a l i t y c o n t r o l , f o r c o n t i n u i t y and to keep program a d m i n i s ­ t r a t o r s always aware o f t h i s e d u c a t i o n a l f u n c t i o n . 2. I t should be made in terms o f th e o b j e c t i v e s o r p urposes o f the program a c c o r d i n g to S t a r r , 20 Weisbrod, 21 and many o t h e r s . Messick says t h a t such r e s e a r c h should a l s o i n c l u d e both p o s s i b l e and in te n d e d outcomes. 3. 22 I t sh o u ld i n c l u d e a p p r a i s a l o f both the program p r o c e ss and p r o d u c t as r e p o r t e d by S u t h e r l a n d * ^ and M e r r l m a n . ^ 4. I t sh ou ld be e c o n o m ic a l l y o r i e n t e d with some ty pe o f c o s t 19 Sid S. S u t h e r l a n d , " O b j e c t i v e s and E v a l u a t i o n in V o cation al A g r i c u l t u r e , " E v a l u a t i o n and Program P l a n n in g in A g r i c u l t u r a l E d u c a t i o n . ( Co 1umbus: C e nte r f o r V o c atio n al and T e c h n ic a l E d u c a ti o n , The Ohio S t a t e U n i v e r s i t y , 1966), pp. 14-18. 20 Harold S t a r r , "A System f o r S t a t e E v a l u a t i o n o f V ocation al E d u c a t i o n , " I n t e r i m Report Research S e r i e s No. 45, Columbus: C e n te r f o r Vocational and T echnic al E d u c a ti o n , The Ohio S t a t e U n i v e r s i t y , August 1969. 21 Burton A. Weisbrod, "Conceptual I s s u e s in E v a l u a t i n g T r a i n i n g Program s," Monthly Labor Review, Vol. 8 9 , ' No. 10, October 1966, pp. 1091-97. 22 Samuel M ess ick, " E v a l u a t i o n o f E d u c a tio n a l Programs as Research on E d u c a tio n a l P r o c e s s e s , " 1969. 23 24 S u t h e r l a n d , op. c i t Howard 0. Merriman, " E v a l u a t i o n o f Planned E d u ca tio n a l Change a t the Local E ducation Agency L e v e l , " Fe bru ary 1967. 15 b e n e f i t f a c t o r s b u i l t 1n s i n c e e d u c a t i o n 1s u s u a l l y one 5. o f th e l a r g e s t ite ms i n a s t a t e ' s b u d g e t. I t sh o u l d weigh b oth t h e a d v a n t a g e s and d i s a d v a n t a g e s o f a program. 25 6. I t should n o t only be based on what has been done, b u t a l s o on what sh o uld have been done. 2fi t o change when change i s b e n e f i c i a l . 27 7. I t should be s u b j e c t 8. I t should be con ducted by teams composed o f both p r o f e s s i o n a l 28 and l a y p e o p le . Pu rpose o f E v a l u a t i o n "As v o c a t i o n a l and t e c h n i c a l e d u c a t i o n has assumed new v i s i b i l i t y i n c r e a s e d emphasis i s b e in g p l a c e d on a c c o u n t a b i l i t y thro u gh e v a l u a t i o n sy ste m s." 29 E v a l u a t i o n thro u g h t h e f o l lo w - u p su r v e y p r o v i d e s a feedback mechanism to m o n it o r t h e e f f e c t i v e n e s s and e f f i c i e n c y o f t h e e d u c a t i o n a l process and p r o d u c t . W ithout some e v a l u a t i v e syste m , program improve­ ment would be much s l o w e r to come and a d m i n i s t r a t o r s would be much l e s s s e n s i t i v e t o t h e need f o r I t . 25 26 27 W eisbrod, op. c i t . S u t h e r l a n d , op. c i t . H a r r i s W. Reynolds, Sydney M. Grobman, and I r v a n C. McGree, " E v a l u a t i o n C r i t e r i a f o r V o c a tio n a l T e c h n ic a l Prog ram s," Commonwealth o f P e n n s y l v a n ia : Department o f P u b l i c I n s t r u c t i o n , 1967. 28 S u t h e r l a n d , op. c i t . 29 S t a r r , op. c i t . 16 A f t e r c o n d u c tin g an e i g h t y e a r s t u d y , Smith and T y le r l i s t e d t h e i r reaso ns f o r e v a l u a t i o n . 1. 30 To make a p e r i o d i c check on t h e e f f e c t i v e n e s s o f t h e e d u c a t i o n a l i n s t i t u t i o n , and th u s i n d i c a t e the p o i n t s a t which improvements in th e program a r e n e c e s s a r y . 2. To v a l i d a t e the hypotheses upon which t h e e d u c a t i o n a l in s t it u t e operates. 3. To p r o v i d e a c e r t a i n p s y c h o l o g i c a l s e c u r i t y to t h e school s t a f f , s t u d e n t s and p a r e n t s . 4. To p r o v i d e i n f o r m a t i o n b a s i c to the e f f e c t i v e g u id an c e of individual stu d en ts. 5. To p r o v i d e a sound b a s i s f o r p u b l i c r e l a t i o n s . The main pu rpose o f e v a l u a t i o n , a c c o rd i n g t o S u t h e r l a n d 1s to ". . . prov id e q u a l i t y c o n t r o l and a b a s i s f o r i n t e l l i g e n t c hang e ." But t h e r e a r e many o t h e r purpose s o f e v a l u a t i o n . Byrum, 32 31 According to the f o l l o w - u p s t u d y can be e x p e c te d to produce the f o l lo w in g information: 1. The h o r i z o n t a l and v e r t i c a l m o b i l i t y 1n o c c u p a t i o n . 2. New plac em ent t r a i n i n g l o c a t i o n s . 30 Eugene Smith and Ralph T y l e r , A p p r a is in g and Recording S t u d e n t Pro g re ss (New York: Harper and B r o t h e r s , 1942), p p . 7-11. 31 S t a r r op. c i t . 32 Harold Byram, " E v a l u a t i o n o f Local Vocational Education Programs: A Manual f o r A d m i n i s t r a t o r s , Teachers and C i t i z e n s , " East Lansing: Bureau o f Research S e r v i c e s , C olle ge o f E d u c a ti o n , Michigan S t a t e U n i v e r s i t y , 1965. 17 3. The e x t e n t o f s t u d e n t m i g r a t i o n . 4. The j o b t i t l e s and d e s c r i p t i o n s as p e r c e i v e d by employees and empl oyers. 5. Working c o n d i t i o n s e n c o u n t e r e d and jo b s a t i s f a c t i o n . 6. The a b i l i t i e s a c q u i r e d 1n sc ho o l t h a t have been used on the jo b in p e rform in g t h e j o b r e q u i r e m e n t s . 7. These t a s k s r e q u i r e d by t h e j o b in which t h e sc hool has f a i l e d to give th e s t u d e n t s an a c c e p t a b l e l e v e l o f competency. 8. Supervision receiv ed . 9. Other s p e c i f i c t r a i n i n g and e d u c a t i o n shown t o be needed o f employees i n the f u t u r e . 10. Subseque nt e d u c a t i o n tak e n a n d / o r d e s i r e d . The above i n f o r m a ti o n i s u s e f u l o n l y i n s o f a r as I t r e l a t e s t o t h e e d u c a t i o n a l o b j e c t i v e s o f a program. Smith and T y l e r s u g g e s t t h a t t h e sch o o ls seek t o b r i n g a bo u t t h e k in d o f b e h a v i o r a l changes as l i s t e d 1n the program o b j e c t i v e s . 33 As p r e v i o u s l y noted t h e s e o b j e c t i v e s sh o u ld be in measurable b e h a v i o r a l outcomes and " . . . may even go so f a r as to s p e c i f y t h e l e v e l o f competency w i t h r e g a r d t o s p e c i f i c ou tco m es." 34 The Landscape and N ursery T e c h n i c i a n Program w i t h i n t h e I n s t i t u t e o f A g r i c u l t u r a l Technology a t Michigan S t a t e U n i v e r s i t y has such o u t comes s t a t e d i n b e h a v i o r a l t e r m s . 35 ■^Smith, op. c i t . 34 Paul L. D r e s s e l , " P r o c e d u r e s 1n t h e E v a l u a t i o n o f E d u c a tio n P r o ­ grams," paper p r e s e n t e d a t E v a l u a t i o n Systems P r o j e c t Workshop, Michigan S t a t e U n i v e r s i t y , May 1966. 35 "Program O b j e c t i v e s - - L a n d s c a p e and N u rsery T e c h n ic i a n Program," East Lansing, I n s t i t u t e o f A g r i c u l t u r a l Technology, Michigan S t a t e U n i v e r s i t y , 1971. 18 1. To develop competencies needed by i n d i v i d u a l s engaged i n or p r e p a r i n g t o engage i n s u p e r v i s o r y o r t e c h n i c i a n p o s i t i o n s i n the lan d s ca p e and n u r s e r y i n d u s t r y . 2. To develop an u n d e r s t a n d i n g o f t h e l a n d s c a p e and n u r s e r y i n d u s t r y so the i n d i v i d u a l can make a d e c i s i o n as to h i s p l a c e in t h e I n d u s t r y . 3. To secu re s a t i s f a c t o r y employment and t o advance In t h e l a n d s c a p e and n u r s e r y I n d u s t r y th ro ug h a program o f continuing education. 4. To develop t h o s e a b i l i t i e s 1n human r e l a t i o n s which a r e e s s e n t i a l f o r s a t i s f a c t o r y performance in t h e land scape and nursery industry. 5. To develop t h e a b i l i t i e s needed t o e x e r c i s e and follo w e f f e c t i v e l e a d e r s h i p 1n f u l f i l l i n g o c c u p a t i o n a l , s o c i a l , and c i v i c r e s p o n s i b i l i t i e s . Each o f t h e s e o b j e c t i v e s has a group o f c o r r e s p o n d i n g b e h a v i o r a l o b j e c t i v e s which s p e c i f y c o m p e te n c i e s . In fo rm a tio n ga in e d from f o l l o w - u p s t u d i e s can p r o v i d e a b a s e f o r : 1. Reducing t h e dropout r a t e . 2. E s t a b l i s h i n g norms on a p t i t u d e and v o c a t i o n a l a s p i r a t i o n s . 3. A s s e s s i n g t h e degree t o which c u r r i c u l u m and i n s t r u c t i o n a r e adapted t o corrmunlty ne ed s, 4. Improving e f f e c t i v e n e s s o f c u r r i c u l u m , c o u r s e s , I n s t r u c t i o n and guid ance. 5. Determ in ing m o d i f i c a t i o n s needed in t r a n s f e r programs. 19 6. E v a l u a t i n g g r a d in g s t a n d a r d s . 7. I d e n t i f y i n g o u t s t a n d i n g I n s t r u c t o r s and c o u n s e l o r s . 8. E v a l u a t i n g th e e f f e c t i v e n e s s of e n t r a n c e r e q u i r e m e n t s . 9. E v a l u a t i n g t h e e f f e c t i v e n e s s o f p lac em en t s e r v i c e s . 10. Measuring t h e e f f e c t o f e x t r a c u r r i c u l a r a c t i v i t i e s on s t u d e n t de velopment. 11. Measuring t h e v a lu e o f o r i e n t a t i o n p r o g r a m s . ^ Scope o f E v a l u a t i o n Byram b e l i e v e s t h a t a l l c u r r i c u l u m w i t h v o c a t i o n a l o b j e c t i v e s s h o u ld be e v a l u a t e d - - n o t j u s t t h o s e funded by f e d e r a l monies. He a l s o b e l i e v e s t h a t a l l s t u d e n t s should be In v o lv ed 1n t h e e v a l u a t i o n r e g a r d ­ l e s s o f w h e t h e r o r n o t they a r e employed 1n t h e a r e a o f t h e i r v o c a t i o n a l training. He says t h a t t h e r e i s a need t o emphasize " . . . j e c t s t h a t c o n t r i b u t e most o f p r e p a r i n g a p ers on f o r w o r k . ’ t h o s e sub37 In t h i s e v a l u a t i o n Byram i n c l u d e s n o t only t h e formal c l a s s e s b u t a l s o a l l th e e d u c a t i o n a l a c t i v i t i e s t h a t c o n t r i b u t e to t h e o c c u p a t i o n a l o b j e c t i v e s of the in d iv id u a l. O'Connor l i s t s t h r e e b a s i c c o n c e p ts o f f o l l o w - u p s t u d i e s . He says they: 1. C l a r i f y what t h e c o l l e g e i s a t t e m p t i n g t o do. 2. I d e n t i f y t h e I m p o r ta n t t a s k s 1n I t s a c t i v i t i e s . 3. E v a l u a t e t h e e f f e c t i v e n e s s o f I t s programs and e f f o r t s . 36 37 38 O'Connor* op. c i t . Byram* op. c i t . Reynold s, op. c i t . 38 20 According t o R eynolds, e v a l u a t i o n I n v o l v e s n o t only t h e c u r r i c u l u m b u t a l s o the p r o f e s s i o n a l guidance and s e r v i c e s , t h e p h y s i c a l f a c i l i t i e s , t he placement s e r v i c e , t h e p r o g r a m 's p h i lo s o p h y and o b j e c t i v e s , t h e a d m i n i s t r a t i o n and s u p e r v i s i o n , t h e t e a c h e r s , t h e i n s t r u c t i o n and t h e l a b o r a t o r y management. 39 Every e le m e n t o f t h e program s h o u l d be exposed to t h e e v a l u a t i o n p r o c e s s . Types o f E v a l u a t i o n Se v e ra l e d u c a t o r s broke down t h e sys tems o f e v a l u a t i o n i n t o p r o c e s s and p r o d u c t e v a l u a t i o n . ^ Pro cess e v a l u a t i o n i s d e f i n e d by Ward as . . exam ining and j u d g in g the e d u c a t i o n a l e x p e r i e n c e s and e n v iro n m en t t h a t a s t u d e n t p r o c e s s e s through in a t r a i n i n g pro gram ." 41 Most e d u c a t o r s b e l i e v e as Byram does t h a t t h e " i n p u t o r p r o c e s s has t o be c o n s i d e r e d , t o o , t o d ete rm in e w h e t h e r t h e r e a r e ways in which t h e p r o c e s s c o u l d be improved so as to g e t a g r e a t e r o r b e t t e r p r o d u c t . Wihry f e e l s t h a t t h e worth o f p r o c e ss e v a l u a t i o n i s d e b a t a b l e because i t i s u s u a l l y b ased on r a t i n g s c a l e o f q u e s t i o n a b l e v a l i d i t y . But r e c e n t l y i t has become more p o p u l a r as b e t t e r v a l i d a t i o n makes f o r 39 Reynolds, op . c i t . 40c . S p i e s , op. c i t . 41 42 Ward, op. c i t . Harold Byram and Marvin R o b e r ts o n , "A Manual f o r A d m i n i s t r a t o r s , T e a c h e r s , and C i t i z e n s , " t h i r d e d i t i o n , E a s t Lansin g: C o lle g e of E ducation, Michigan S t a t e U n i v e r s i t y , March 1970. 21 greater a c c u ra c y .^ rating scale. Wood used t h i s system and p r e f e r r e d t h e 1-9 p o i n t 44 P r o d u c t o r outcome e v a l u a t i o n i s p r o b a b l y a g r e a t e r c o n c e rn t o more pe ople than i s the e d u c a t i o n a l p r o c e s s . people . . . "The b a s i c c o n c e rn o f i s w h e t h e r t h e y a r e g e t t i n g what they hope to from the programs, and w h e t h e r t h i s i s wort h what th ey a r e p u t t i n g i n t o them. . . ." 45 The end r e s u l t o f most e v a l u a t i o n s i s to improve t h e p r o d u c t o r g r a d u a t e s t u d e n t s who a r e b e t t e r p r e p a r e d . However, t h e r e i s l i t t l e o r no e v id e n c e t o i n d i c a t e even a weak c o r r e l a t i o n between t h e p r o c e s s and p r o d u c t in o c c u p a t i o n a l e d u c a t i o n . ' 46 In f a c t , most s t a t e e v a l u a t o r s and a c c r e d i t a t i o n a g e n c i e s emphasize t h e methods o f c o n d uctin g a program. The a c c r e d i t i n g a g e n c ie s f o l l o w a f o u r p o i n t program. 1. They p u b l i s h t h e s t a n d a r d s by which they w i l l judge q u a l i t y . 2. They send c a p a b l e e d u c a t o r s to i n s p e c t th e t r a i n i n g I n s t i t u ­ tions . 3. They approve and i n c l u d e on t h e i r l i s t s o n l y those s c h o o l s which s a t i s f a c t o r i l y meet th e s t a n d a r d s . 4. They r e v i s i t and r e - e v a l u a t e th e i n s t i t u t i o n s p e r i o d i c a l l y 43 David F. Wihry and James A. W ilson , P l a n n in g 1n V o c a t i o n a l T echnical E d u c a tio n , A P i l o t S tud y , Maine U n i v e r s i t y , Maine S t a t e Department o f E d u c a t i o n , Augusta, Maine, A p r i l 1971. 44 Eugene Wood. P o s t High School A g r i c u l t u r a l Programs 1n I l l i n o i s , P u b l i c a t i o n No. 32, S o u t h e r n I l l i n o i s U n i v e r s i t y , Ca rbondale School o f A g r i c u l t u r e , J a n u ary 1969. 45 46 By ram, op. c i t . John C o s t e r and Loren A. I h n e n , "Program E v a l u a t i o n , " Review o f E duca tio n a l R e se a r c h , 3 8 : 4 29 -4 30 , O c t o b e r 1968. 22 and remove from t h e i r l i s t s any i n s t i t u t i o n t h a t f a i l s to meet t h e i r s t a n d a r d s . 47 W h in field d e t a i l s t h r e e types o f e v a l u a t i o n s t u d i e s t h a t can be used b u t s t a t e s t h a t the sim p le q u a n t i t a t i v e o r d e s c r i p t i v e s t u d i e s have l i t t l e va lu e f o r the d e c i s i o n maker. 48 Review o f R e la te d S t u d i e s The f o l lo w in g n i n e t e e n s t u d i e s a r e r e p o r t e d i n t h e o r d e r o f t h e i r s i m i l a r i t y to the a u t h o r ' s s t u d y , t h e most s i m i l a r r e p o r t e d f i r s t . The s t u d i e s a r e r e p o r t e d in p a r t both i n d i v i d u a l l y and c o l l e c t i v e l y o n l y as they r e l a t e to t h i s s t u d y . In 1971, Dr. Donald Elson con d ucted a f o llo w - u p e v a l u a t i o n s t u d y of 162 former s t u d e n t s in t h e Landscape and Nursery T e c h n ic i a n Program a t Michigan S t a t e U n i v e r s i t y . former s t u d e n t s . 1. The s t u d y a l s o i n c l u d e d 38 employers o f Elson drew t h e f o l l o w i n g c o n c l u s i o n s : The two major r e a s o n s given f o r w i th d raw in g from t h e program were low gr a d e s and a d e s i r e t o t r a n s f e r t o a n o t h e r c o l l e g e . 2. The main reason f o r former s t u d e n t s c o n t i n u i n g t h e i r e d u c a t i o n a t a n o t h e r i n s t i t u t i o n was to q u a l i f y f o r a b e t t e r p o s i t i o n 1n the n u r s e r y b u s i n e s s o r to t r a i n f o r a d i f f e r e n t p r o f e s s i o n . 47 Frank 0 . Dickey, " A c c r e d i t a t i o n by Regional A s s o c i a t i o n as a Technique f o r E v a l u a t i n g V o c at i o n a l - T e c h n o lo g y E d uca tio n Progr am s," Nationa l Coronission on A c c r e d i t a t i o n , Washington, D .C ., O c to b er 1968. (Unpublished Mimeo.) 48 Richard W. W h i n f i e l d , "Review and S y n t h e s i s o f Research o f P l a c e ­ ment and Follow-up o f Vocational E d u c a tio n S t u d i e s , " paper p r e s e n t e d a t the S i x t y - t h i r d Annual American V o c atio n al A s s o c i a t i o n Convention, Boston, M a s s a c h u s e t t s . S t o r r s : U n i v e r s i t y o f C o n n e c t i c u t , 1969. 23 3. N e i t h e r g r a d u a t i o n from t h e program n o r p e r s i s t e n c e 1n the i n d u s t r y 1s a g u a ra n t e e o f an i n c r e a s e 1n job s a t i s f a c t i o n , jo b s t a b i l i t y o r s a l a r y . 4. The unemployment r a t e among former s t u d e n t s was v e r y low and about 50% o f them were a s s o c i a t e d in n u r s e r y b u s i n e s s . 5. The program needs a wider r a n g e of c o u r s e s . 6. Both s t u d e n t s and employers ag re e t h a t competence I n the are a o f human r e l a t i o n s i s most i m p o r t a n t . 7. P e r s i s t e n t former s t u d e n t s l e a r n e d most about t h e n e c e s s a r y s k i l l s in p l a c e s o t h e r t h a n a t Michigan S t a t e U n i v e r s i t y . 8. Employers r a t e t h e s t u d e n t s b e s t in t h e pu b lic r e l a t i o n s a r e a . They a l s o r a t e Michigan S t a t e U n i v e r s i t y program t r a i n e d employees c o n s i d e r a b l y b e t t e r than o t h e r s w ith o u t formal t r a i n i n g and w i t h as much a s f o u r y e a r s of e x p e r i e n c e . 9. Because o f the numbers o f d r o p o u t s and n o n - p e r s i s t e r s , Elson recommended more e x t e n s i v e c o u n s e l i n g and gu idance. More course guidance by i n s t r u c t o r s i s a l s o s u g g e s t e d , a l o n g with more guidance f o r t h e s t u d e n t s while on placement t r a i n i n g . 49 Steve Bolen conducted a 1965-70 Alumni Survey o f t h e Farm Equipment Service and S a l e s Program. Of the 69 q u e s t i o n n a i r e s r e t u r n e d , he found 54%o f the resp on d en ts employed in employed in farm in g. t h e power equipment I n d u s t r y and 12% Twelve p e r c e n t were a l s o employed in n o n - a g r 1 c u l - t u r a l f i e l d s , 68% o f th e res p o n d e n ts were in n o n - s u p e r v i s o r y p o s i t i o n s 49 Donald E. E ls o n , "An E v a l u a t i o n o f the Landscape and Nursery T ec h nic ian Program a t Michigan S t a t e U n i v e r s i t y , " 1971. 24 and th e s a l a r y a v e r a g e d $6,370 w i t h a range o f $ 4 , 1 10-$1 2 ,0 00 . T w enty-f ive p e r c e n t o f t h e s t u d e n t s were e a r n i n g $10,000 o r more w h ile 57% were e a r n i n g $8,000 o r l e s s p e r y e a r . T h i r t y p e r c e n t of th e r e s p o n d e n ts have had prom otions s i n c e l e a v i n g t h e program. o f t h e res p on d ents work i n t h e s e r v i c e d e p a r t m e n t . The m a j o r i t y A s t a g g e r i n g 75%, 45 o f the f i r s t and second y e a r s t u d e n t s have had v o c a t i o n a l a g r i ­ c u l t u r a l co u rses in h i g h school and over a t h i r d o f them had work e x p e r i e n c e in the f i e l d . Pla ce m e n t t r a i n i n g was a happy, w o rth w h ile e x p e r i e n c e w ith a high de g re e o f s a t i s f a c t i o n . The b e g i n n i n g wage was $1.72 p e r h o u r , and t h e h i g h e s t wage $1.96 p e r hour on a 46 h o u r week. There was an i n d i c a t i o n t h a t more guid an c e in t h e plac em ent s i t u a t i o n would be h e l p f u l In 1963-64, Ecker d i d a f o l lo w - u p s t u d y o f t h e g r a d u a t e s o f th e E l e v a t o r and Farm Supply S h o r t Course a t Michigan S t a t e U n i v e r s i t y . Eighty p e r c e n t or 190 g r a d u a t e s were l o c a t e d . Of t h e s e , 71% were employed in t h e i n d u s t r y and 20% o f them were i n management p o s i t i o n s . In 1964, s t a r t i n g s a l a r i e s o f g r a d u a t e s ranged from $4,000 t o $5,200 and placement t r a i n i n g wages ranged from $1 .2 5 t o $1.75 p e r h o u r . About 67% o f th o se s t a r t i n g the c o u r s e completed I t . Ecker b e l i e v e s t h a t the i n d u s t r y c o u ld a b s o r b t h r e e times t h e number o f g r a d u a t e s which i t now d o e s . ^ 50 Steven Bolen, "1965-1970 Alumni S u r v e y , Farm Equipment S e r v i c e and S a l e s Program," s t a f f s t u d y . E a s t L an sin g: Department o f A g r i c u l t u r a l E n g i n e e r i n g , Michigan S t a t e U n i v e r s i t y , 1970. 51 Harold Ecker, " F o l l o w - u p o f t h e E l e v a t o r and Farm Supply G r a d u a t e s , " s t a f f s t u d y . E a s t L a n s in g : I n s t i t u t e o f A g r i c u l t u r a l Technology, Michigan S t a t e U n i v e r s i t y , 1962. 25 The Iv ers o n s t u d y in 1968 had as I t s purpose t o d e te r m i n e the c u r r e n t employment s t a t u s o f 55 g r a d u a t e s o f a g r i c u l t u r a l tec h n o lo g y programs, one being h o r t i c u l t u r e , in Ohio. I v e r s o n r e p o r t e d seven f a c t o r s c o r r e l a t e d w i t h t e c h n i c a l school s u c c e s s as d e te r m in e d by t h e s t u d e n t s ' grade p o i n t a v e r a g e , G.P.A. The most im p o r t a n t f a c t o r s were: 1. High school G.P.A. 2. i.q. 3. Clas s rank. 4. E n g lish g r a d e s . One y e a r a f t e r g r a d u a t i o n from t h e program 24 r e s p o n d e n t s , 79% o f the s t u d e n t s , had had o n l y one j o b and 75% o f them were s a t i s f i e d w ith th a t job. E i g h t y - t h r e e p e r c e n t were s a t i s f i e d w ith t h e program. All the h o r t i c u l t u r e r e s p o n d e n t s t h o u g h t t h a t s u p e r v i s e d o c c u p a t i o n a l e xpe­ r i e n c e should be i n c l u d e d 1n t h e program. In jo b s k i l l s a l l employers r a t e d the s t u d e n t s above a v e r a g e and a d e q u a t e l y p r e p a r e d and 66% o f the employers would h i r e o t h e r placem ent s t u d e n t s . The s k i l l r e p o r t e d by employers as most l a c k i n g in s t u d e n t s was E n g l i s h . most s t u d e n t s took t r a i n i n g r e l a t e d j o b s . Upon g r a d u a t i o n 52 In 1966 Wood s t u d i e d 215 s t u d e n t s in a g r i c u l t u r a l e d u c a t i o n p r o ­ grams in f i v e j u n i o r c o l l e g e s i n I l l i n o i s . had a g r a d u a t i n g c l a s s t h a t y e a r . Only one o f t h e s e s c h o o l s The pu rpose o f t h e s tu d y was to e v a l u a t e q u a l i t y o f t h e p r e p a r a t i o n o f p o s t high sc h o o l a g r i c u l t u r a l 52 Maynard I v e r s o n , Vincent J . Feck and Ralph E. Bender, " S t u d e n t and Program C h a r a c t e r i s t i c s o f Technology A g r i c u l t u r e Programs 1n Ohio," Research S t u d i e s in A g r i c u l t u r a l E d u c a t i o n , A p r i l 1970, 26 g rad u a tes in I l l i n o i s . The 26 r e s p o n d e n t s o f t h e g r a d u a t i n g c l a s s r a t e d placement t r a i n i n g as t h e most v a l u a b l e p a r t o f t h e i r program. The o t h e r c o n c l u s i o n s o f the s t u d y were: 1. S t u d e n ts in t h e lower h a l f o f t h e i r high school c l a s s could succeed in v o c a t i o n a l e d u c a t i o n program s. 2. S tu d e n ts were most i n f l u e n c e d t o e n t e r t h e program by t h e i r p a re n ts , vocational education tea ch e rs and t h e i r g u i d a n c e c o u n s e l o r s , in t h a t o r d e r . 3. S t u d e n ts were r a t e d a v e r a g e in i n i t i a t i v e , judgment l e a d e r s h i p and high in pe rs o n a l t r a i t s such and as c o u r t e s y and c o o p e r a t i v e n e s s by t h e i r em p lo y ers . 4. Nine ty-two p e r c e n t o f t h e s t u d e n t s would be a c c e p t a b l e as permanent employees, as i n d i c a t e d by t h e i r e m p lo y ers . 5. S t u d e n ts e i t h e r very h i g h o r very low a c a d e m i c a l l y ten d e d to drop o u t o f t h e program. S t a t e d r e a s o n s were: to a f o u r y e a r program and (b) low g r a d e s . O'Connor showed l i t t l e c o r r e l a t i o n between (a) t r a n s f e r 53 any s t u d e n t c h a r a c t e r ­ i s t i c s and d ro pouts b u t he d i d l i s t f i v e a t t i t u d e a r e a s which seem t o be de te rm in ing f a c t o r s f o r d r o p o u t s . 1. Motivation. 2. C o lle g e c u l t u r e . 3. Level o f a s p i r a t i o n . 53 Eugene Wood, "An E v a l u a t i o n o f I l l i n o i s P o st-H ig h School Educa­ t i o n a l Program in A g r i c u l t u r e . " Carb ondale: School o f A g r i c u l t u r e , Southern I l l i n o i s U n i v e r s i t y , September 1967. 27 4. Family r e l a t i o n s h i p s . 5. Socioeconomic s t a t u s . 54 In a r e c e n t s tu d y by J u d k i n s 55 c o n c e r n i n g the two g r a d u a t e d c l a s s e s in the new two y e a r Norfolk B o ta n ic Gardens, some i n t e r e s t i n g f a c t s come to l i g h t : 1. S t a r t i n g s a l a r i e s o f g r a d u a t e s ranged from $ 5 ,0 0 0 to $7,50 0 . 2. B l u e - c o l l a r workers need t o be a cc o rd e d more p r e s t i g e . 3. More h i g h - s c h o o l v o c a t i o n a l c o u n s e l o r s a r e needed to g u id e s t u d e n t s i n t o work a r e a s f o r which t h e y are b e s t s u i t e d . 4. The v o c a t i o n a l c o u n s e l o r s need to d e v e lo p a b e t t e r a p p r e c i a t i o n fo r the blue c o lla r p ro fessio n s. Judkins a l s o b r o u g h t o u t some more i n t e r e s t i n g s t a t i s t i c s . 1. High school g r a d u a t e s ' a v erag e annual income a t r e t i r e m e n t (age 65) 1s $8 ,148. 2. One t o t h r e e y e a r s o f c o l l e g e I n c r e a s e s t h i s a v e r a g e to $ 9,397. 3. C o lle g e g r a d u a t e s e a r n an a v erag e o f $12,418. 4. Five o r more y e a r s o f c o l l e g e t r a i n i n g b r i n g t h e average up to $13,555. At r e t i r e m e n t age o f 65: 1. High school g r a d u a t e s e arn $374,808 a f t e r 46 y e a r s . 2. C o lle g e g r a d u a t e s e a r n $521 ,556 a f t e r 42 y e a r s . 54 55 O'Connor, op. c i t . Wesley P. J u d k i n s , " O p p o r t u n i t i e s f o r B l u e - C o l l a r Workers in H o r t i c u l t u r e Are Real and Expanding," F l o r i s t Review, 4 6 , Ja n u ary 14, 1971, pp. 25-45. 28 T h e r e fo r e a c o l l e g e e d u c a t i o n i s worth a t l e a s t $146,748 more than a high sc h o ol e d u c a t i o n , and a v o c a t i o n a l school e d u c a t i o n sh o uld b r i n g an annual income o f a b o u t $10,000 o r $81,556 more than high school g r a d u a t e s a t r e t i r e m e n t age. A n a t i o n a l surv ey conducted by the U.S. O f f i c e o f E du ca tion in 1966 and c o v e r i n g 606,872 s t u d e n t s , d i s c o v e r e d t h a t 80% o f a l l g r a d u a t e s a v a i l a b l e f o r placement were p l a c e d in j o b s f o r which they had been t r a i n e d , o r in a r e l a t e d o c c u p a t i o n . lower. 56 A g r i c u l t u r a l placem ent 67% was This compares w ith 54% r e p o r t e d in a New Mexico s t u d y o f four post-secondary vocational s c h o o ls . 57 One o f t h e major problems in o c c u p a t i o n a l t r a i n i n g programs i s o c c u p a ti o n a l c o u n s e l 1 n g - - c o u n s e l i n g r e l a t e d t o f i n d i n g and ke ep ing a job. In s t u d i e s by M alHson 58 and E n l n g e r , 59 and t h a t o f t h e Oklahoma S t a t e Department o f V o c a t i o n a l - T e c h n i c a l E d u c a t i o n , t h e r e a r e s t r o n g I n d i c a t i o n s t h a t s t u d e n t s need more and b e t t e r v o c a t i o n a l c o u n s e l i n g with emphasis on placement t r a i n i n g . 56 L i t t l e , op. c i t . 57 New Mexico S t a t e Department o f E d u c a ti o n , "New Mexico Area Vocational School Follow-up S t u d i e s , " S a n te Fe, Rese arch C o o r d i n a t i n g U n it, V o catio n al Education D i v i s i o n , August 1968. 5ft George G. M a l li n s o n , " C h a r a c t e r i s t i c s o f Non-College V o c a t i o n a l l y O r ie n te d School Leavers and G r a d u a t e s . " Kalamazoo: Western Michigan U n i v e r s i t y , Fe bruary 1968. 59 Max U. E n in g e r , " Report on New York S t a t e Data from a N a t io n a l Follow-up Study o f t h e School Level Trade and I n d u s t r y V o c atio n al G r a d u a t e s ." P i t t s b u r g h : E d u c a ti o n a l Systems Research I n s t i t u t e , May 1967, pp. 18, 21. 22, 24 and 25. ^Oklahoma S t a t e U n i v e r s i t y , " V o c a t i o n a l - T e c h n i c a l S t u d e n t Survey: Enrollment and Follow-up P r o c e d u r e s . " S t i l l w a t e r : Department o f Vocational Technology E d u c a ti o n , 1968. 29 Most e d u c a t i o n a l i n s t i t u t i o n s do become Involved in t h e j o b placem ent s i t u a t i o n t o some e x t e n t . In E n i n g e r ' s s t u d y , ^ 30% o f the g r a d u a t e s found j o b s through t h e i n s t i t u t i o n as compared t o 20% through 6? the Kenosha T ec h n ic al I n s t i t u t e st u d y . In both s t u d i e s , more jo bs were l o c a t e d through f r i e n d s o r r e l a t i v e s than thro ugh t h e e d u c a t i o n a l i n s t i t u t i o n s , 37% and 40%, r e s p e c t i v e l y . In the New Mexico S t a t e Department o f Education f o l l o w - u p , over 72% o f t h o s e f i n d i n g job s found them in t h e i r home community. 63 Graduates of tw o -y ea r t e c h n i c a l programs a c h i e v e d t h e same r e s u l t s as g r a d u a t e s o f tw o -y ea r c o l l e g e academic programs 1n t h e world o f work, a c c o r d i n g to W h i n f i e l d . 64 E n i n g e r ' s s t u d y showed t h a t s a l a r y - w i s e v o c a t i o n a l g r a d u a t e s s t a r t e d behind but c a u g h t up and s u r p a s s e d the academic g r a d u a t e s .® ^ In the f i v e and ten y e a r follo w -up s t u d i e s o f t h e g r a d u a t e s o f C o n n e c t i c u t ' s 14 t e c h n i c a l s c h o o l s , t h e e a r n i n g s o f t h e g r a d u a t e s were above the a v erage f o r the s t a t e . Only 1.5% were unemployed and 2%-15% o f the g r a d u a t e s moved I n t o management o r became s e l f - e m p l o y e d with t h e passage o f tim e. The e a r n i n g s o f work was $5 ,746, and $7,085 a f t e r ten y e a r s . t h e 1958 c l a s s a f t e r f i v e y e a r s of 61 r- . E rnnger, op. c i t . 6? Kenosha T ec hn ic al I n s t i t u t e , "Graduate R e p o r t , 1967." Wisconsin: The I n s t i t u t e , 1967. 67 New Mexico S t a t e Department o f E d u c a ti o n , op. c i t . Kenosha, ^ W h i n f i e l d , op. c i t . 65 E n in g e r, op. c i t . ^ " F i v e and Ten Year Follow-up Study o f C o n n e c t ic u t S t a t e V o c a t i o n a l Technical Schools Gra duates o f C l a s s e s o f 1958 and 1963," March 1969. 30 C a r r o l l and I h n e n ' s s t u d y in 1966 i n d i c a t e d t h a t g r a d u a t e s o f p o s t - s e c o n d a r y v o c a t i o n a l sc hools s u b s t a n t i a l l y improve t h e i r e a r n i n g power over h i g h school g r a d u a t e s in an academic pro gram . was s i g n i f i c a n t enough t o j u s t i f y th e e x t r a e x p e n se . The d i f f e r e n c e On i n i t i a l employ­ ment, C a r r o l l s t a t e d t h a t v o c a t i o n a l g r a d u a t e s e a r n $11 more p e r month than academic g r ad u a tes and w ith in f o u r y e a r s , t h e y e a r n $107.00 more p e r month. The v o c a t i o n a l g r a d u a t e s a l s o worked 2 . 7 few er hours p e r week and had more f r i n g e b e n e f i t s . ^ CD In a l e s s e xp an siv e s t u d y , C o r a z z i n i co nclu d ed t h a t t h e e x t r a c o s t of p o s t - s e c o n d a r y v o c a t i o n a l t r a i n i n g was n o t r e f l e c t e d i n high graduate wages. He was t h e only a u t h o r i n t h i s r e v i e w who took t h i s position. Along w i t h hig her wages f o r v o c a t i o n a l g r a d u a t e s , E nin ger 69 discovered a h i g h e r d e g r e e o f s t u d e n t j o b s a t i s f a c t i o n than w i t h nonvocational g r a d u a t e s . S a t i s f a c t i o n was a l s o h i g h e r w i t h t h o s e p l a c e d in jobs f o r which they r e c e i v e d t r a i n i n g . The s t u d y c on cluded t h a t jo b s a t i s f a c t i o n i n c r e a s e s w ith job p r o g r e s s i o n and p ro m o ti o n s . In a v o c a t i o n a l hig h school s t u d y o f 1 ,780 g r a d u a t e s (425! voca­ tio n a l s t u d e n t ) , i t was d ete rm in ed t h a t : 1. A f t e r g r a d u a t i o n , v o c a t i o n a l g r a d u a t e s r e c e i v e d more and ^ A d g e r B. C a r r o l l and Loren A. Ihmen, "Costs and R e tu rn s o f Technical E d u ca tio n : A P i l o t Study. R a l e i g h , N o rth C a r o l i n a : Department o f Economics, North C a r o l i n a S t a t e U n i v e r s i t y , J u l y 1966. 68 C o r a z z i n i , A. J . "V oc atio n al E d u c a ti o n : A S tud y o f B e n e f i t s and Costs," P r i n c e t o n : In d u stria l R elatio n s S e c tio n , Princeton U n i v e r s i t y , 1966. 69,- E m n g e r , op. c i t . 31 f a s t e r wage i n c r e a s e s w h i l e s t a r t i n g a t t h e same s a l a r y as academic g r a d u a t e s . 2. They have fewer p e r i o d s o f unemployment. 3. The e x t r a c o s t o f t h e i r e d u c a t i o n was j u s t i f i e d . 4. Less than o n e - h a l f o f t h e g r a d u a t e s went i n t o t h e f i e l d of t h e i r t r a i n i n g . ^ 0 ^ J a c o b J . Kaufman and Morgan Lewis, "The P o t e n t i a l o f V o c ation al Edu cation: O b s e r v a ti o n s and C o n c l u s i o n s . " U n i v e r s i t y Park: In stitu te f o r Research on Human R e s o u r c e s , P e n n s y l v a n ia S t a t e U n i v e r s i t y , May 1968. CHAPTER H i METHOD OF CONDUCTING THE STUDY In t h i s c h a p t e r , the s u r v e y ' s p o p u l a t i o n , d a t a s o u r c e s , q u e s t i o n n a i r e s and p r o c e d u r e s f o r g a t h e r i n g d a ta a r e c o v ered . study i n v o lv e s both former s t u d e n t s Survey P o p u l a t i o n The and t h e i r f l o r a l i n d u s t r y e m ployers. and Sources o f Data The p o p u l a t i o n in c lu d e d o n l y th o se former s t u d e n t s o f t h e Commer­ cial F l o r i c u l t u r e T ec h n ic al Program who completed two o r more terms o f academic work in t h e c l a s s o f 1964, 1965, 1966, 1967 o r 1968. In June and J u l y , 1972, a phone survey was c on ducted to l o c a t e a l l former s t u d e n t s . The s t u d e n t r e c o r d s in t h e A g r i c u l t u r e Technology o f f i c e and those o f th e program c o o r d i n a t o r were used as a b a s e . The purposes o f t h i s su r v e y were t o de velo p an up dated m a i l i n g l i s t , inform the s t u d e n t s about the forthcom ing s t u d y , e n l i s t t h e i r c o o p e r a t i o n w ith i t , and f i n d answers to some b a s i c demographic q u e s t i o n s . The answers to the q u e s t i o n s were used to d e s i g n a s h o r t e r and more a p p r o p r i a t e q u e s t i o n n a i r e , one r e l a t i n g d i r e c t l y to the s t a t u s o f t h e s t u d e n t . I f the s t u d e n t was in s e r v i c e , t h e phone s u r v e y e r spoke t o one o f h i s parents. An a c c u r a t e m a ilin g l i s t o f 108 s t u d e n t s was de velo p ed . T h ir t e e n s t u d e n t s were not l o c a t e d a t t h a t tim e . 32 33 On March 31, 1973, an i n f o r m a t i o n up d a te l e t t e r was s e n t to a l l p o t e n t i a l fo rmer s t u d e n t r e s p o n d e n t s . seen in Appendix D. A copy o f t h i s l e t t e r may be The pu rpose o f t h i s l e t t e r was to u pd a te th e m a ilin g l i s t i n e x p e n s i v e l y and to a l e r t t h e s t u d e n t s to t h e f o r th c o m in g questionnaire. Of 125 l e t t e r s s e n t , 36.09% o f them were r e t u r n e d . To t h o se n o t resp on d in g to t h i s f i r s t l e t t e r , an i d e n t i c a l second one (Appendix E) was s e n t t e n days l a t e r . I t was p r i n t e d on b l u e s t a t i o n e r y and included a p e r s o n a l no te penned by Dr. Harold E cker. E ighty-five l e t t e r s were s e n t , w i t h an 81.17% r e s p o n s e , b r i n g i n g t h e t o t a l r e s p o n s e t o 88%. Between A pril 15th and 2 1 s t , 1973, a l l f o r m e r s t u d e n t s who had n o t responded to the u pdate l e t t e r were phoned and a sked t h e i n f o r m a t i o n t h a t was r e q u e s t e d in t h e l e t t e r . This was a l s o t h e time p e r i o d when the many d i f f i c u l t t o l o c a t e " l o s t s t u d e n t s " were f i n a l l y found. Thanks to the U.S. P o s t O f f i c e , high school p r i n c i p a l s , p a r e n t s , f r i e n d s , r e l a ­ t i v e s and p r e v i o u s employers o f t h e form er s t u d e n t s , only one s t u d e n t , a Canadian, was n o t l o c a t e d . involved in the s u r v e y . A n o th e r s t u d e n t ask ed t h a t she n o t be This s e t t h e p o p u l a t i o n a t 121 p o s s i b l e students. Due t o t h e i r small numbers, i t was d e c id e d n o t t o i n c l u d e th e p ro d u ctio n o p t i o n s t u d e n t s in t h i s s u r v e y ; o nly r e t a i l o r r e t a l l p ro d u ctio n o r i e n t e d s t u d e n t s would be i n c l u d e d . T h is reduced t h e s t u d e n t p o p u l a t i o n t o 99 fo rm er s t u d e n t s . The f o l lo w in g t a b l e c a t e g o r i z e s t h e f i n a l s u r v e y p o p u l a t i o n . 3-1 TABLE I Fortner S t u d e n t P o p u l a t i o n Number Percent of Usable P o p u l a t i o n Employed 71 50.30 Self-employed 11 7.95 M ilitary Service 3 2 .2 5 College s t u d e n t s 4 3.00 10 7.2 0 41 29.30 100.00 Population Unemployed Housewives (8} Not working (2) Flora l I n d u s t r y Employers T O Misc ellaneous p o p u l a t i o n Unlocatab le 1 D i d n 't want to be in v o lv e d l 35 F o rty -on e former s t u d e n t s l i s t e d t h e name, a d d r e s s and phone number o f t h e i r employers who s u b s e q u e n t l y became p a r t o f t h e s u r v e y . S e v e ra l o f these employers had combination r e t a i ■- p r o d u c t i o n o u t l e t s , b u t th e g r e a t m a j o r i t y were r e t a i l f l o r i s t shop owners. Q u e s t i o n n a i r e C o n s t r u c t i o n and Use Three d i f f e r e n t q u e s t i o n n a i r e s were s e n t t o t h e t h r e e d i f f e r e n t c ateg o ries of respondents: p e r s i s t e n t former s t u d e n t s , n o n - p e r s i s t e n t former s t u d e n t s and f l o w e r i n d u s t r y employers o f former s t u d e n t s . There were f i v e c o l o r coded s e c t i o n s i n t h e q u e s t i o n n a i r e s . The p e r s i s t e n t former s t u d e n t s r e c e i v e d y e l l o w , p i n k , gr een and w h i t e sections. The n o n - p e r s i s t e n t former s t u d e n t s r e c e i v e d a l l o f t h e above w ith the e x c e p t i o n o f the y e l l o w s e c t i o n . a bl ue s e c t i o n . The employers r e c e i v e d o n l y The c o l o r keyed s e c t i o n syste m was used t o make d a ta p r o c e ss in g e a s i e r and c r e a t e t h e i l l u s i o n o f a s h o r t e r instrument, f o r the r e s p o n d e n t s . The i n s t r u m e n t s were p r e p a r e d u sin g t h e many q u e s t i o n n a i r e s found in the l i t e r a t u r e r e s e a r c h and in c o n s u l t a t i o n w i t h s e v e r a l s t a f f members in th e Department of Secondary E d u c a ti o n , H o r t i c u l t u r e and t h e I n s t i t u t e o f A g r i c u l t u r e Technology a t Michigan S t a t e U n i v e r s i t y . Five l oca l r e t a i l f l o r i s t s and t h e a u t h o r ' s major p r o f e s s o r a l s o were a d v i s ­ e r s on th e c o n s t r u c t i o n and c o n t e n t o f th e q u e s t i o n n a i r e . The i n i t i a l tested. i n s t r u m e n t was r e v i s e d s e v e r a l tim es b e f o r e i t was I t was t e s t e d A p r i l 23 -2 6 th f o r c l a r i t y and c o m p le te n e s s o f both d i r e c t i o n and c o n t e n t by seven former commercial f l o r i c u l t u r e 36 t e c h n i c a l s t u d e n t s , a l l o f whom had g r a d u a t e d w i t h i n th e l a s t two y e a r s , and by one o u t s t a n d i n g f o u r - y e a r f l o r i c u l t u r e s t u d e n t . Appendix F l i s t s the s t u d e n t s . The i n s t r u m e n t was a l s o t e s t e d by t h e managers or owners o f s i x r e t a i l o r r e t a i 1 - p r o d u c t i o n f l o w e r shops in t h e Lansing and F l i n t , Michigan, a r e a s who p r e v i o u s l y employed o r now employ fo r m e r f l o r i c u l ­ ture students. o f 1966-70. However, none of them employ g r a d u a t e s o f t h e c l a s s e s A f t e r being t e s t e d by t h e s e two g r o u p s , t h e i n s t r u m e n t underwent i t s l a s t r e v i s i o n . The ye llow s e c t i o n o f t h e I n s t r u m e n t , which was s e n t o n l y to p e r s i s t e r s , co n sisted of th re e p a rts : ( a ) 21 s k i l l s and compete ncies r e l a t e d t o f l o r a l d e s i g n ; (b) 28 s k i l l s and com petencies r e l a t e d to flower shop management and ( c ) s e c t i o n on s k i l l s l a c k i n g . The 11st o f s k i l l s and competencies was compiled 1n c o n s u l t a t i o n w ith f i v e o f the local r e t a i l f l o r i s t s , from t h e p e rs o n a l e x p e r i e n c e of from t h e work o r Oen, 71 Elson, 72 and Berkey. t h e a u t h o r and 73 The former s t u d e n t s were r e q u e s t e d to answ er two q u e s t i o n s 1n regard to each o f the 49 s k i l l s o r compete ncies l i s t e d . r a t e the importance o f each s k i l l t o t h e i r p r e s e n t job the p l a c e they l e a r n e d most about each s k i l l . They were t o and t o d e s i g n a t e 71 Urban T. Oen, "Employment O p p o r t u n i t i e s and Needed Competencies 1n S e l e c t e d N u rsery , T u r f g r a s s , A r b o r i c u l t u r e , and Landscaping B u s i n e s s e s in the Lansing, Michigan, A r e a , " September 12, 1969. 72 E ls o n , op. c l t . 73 A r t h u r L. Berkey and William E. Drake, "An A n a l y s i s o f Tasks Performed in th e Ornamental H o r t i c u l t u r e I n d u s t r y . " I t h a c a : Colle ge o f A g r i c u l t u r e and L if e S c i e n c e s , C o rn e ll U n i v e r s i t y , June 1972. 37 The p in k sheet was s e n t to a l l former s t u d e n t s and was designed to gauge the v a l u e the s t u d e n t s p l a c e d on e i g h t program and e x t r a - c u r r i c u l a r activ ities. A space was a l s o l e f t f o r comments. The g reen s e c t i o n to o was s e n t t o a l l f o r m e r s t u d e n t s . I t s purpose was to d e te r m in e how t h e y f e l t a b o u t c e r t a i n e le m e n t s 1n t h e program, and what t h e i r u n d e r s t a n d i n g o f and r e l a t i o n s h i p to the f l o r a l I n d u s t r y was. The f i r s t q u e s t i o n s were answered by t h e use o f a r a n k i n g s c a l e . The s t u d e n t had the o p t i o n o f r a n k i n g each s t a t e m e n t w ith a: 1. Dis­ l i k e d , 2. Feel N e u t r a l , 3. Liked a L i t t l e , o r 4 . Liked Very Much. With the second group o f q u e s t i o n s the s t u d e n t s were asked t o rank each s ta te m e n t w i t h a: 1. Not I n v o lv ed , 2. S l i g h t l y I m p o r ta n t, 3. Consid­ e r a b l y I m p o r t a n t , or 4 . Extremely I m p o r t a n t . The w h i t e Job H i s t o r y s e c t i o n was se n t to a l l former s t u d e n t s a l s o . I t s purpose was to t r a c e t h e s t u d e n t s ' movements both h o r i z o n t a l l y and v e r t i c a l l y i n the wor ld o f work. In t h i s s e c t i o n t h e s t u d e n t s had f o u r q u e s t io n s to answer r e l a t i n g to each j o b s i n c e l e a v i n g Michigan S t a t e University. They c o n ce rn e d the s t u d e n t s : 1. J o b t1 t i e s . 2. Dates o f employment. 3. S t a r t i n g and e n d in g s a l a r y . 4. A r a n k in g o f t h e reasons f o r lea v in g t h e j o b . The b l u e Employer Q u e s t i o n n a i r e was d i v i d e d i n t o t h r e e s e c t i o n s . The f i r s t p a r t was b a s i c background i n f o r m a t i o n c o nce rn in g t h e f l o r i s t ' s b usiness and h i s h i s t o r y o f working w i t h plac em en t s t u d e n t s . I t also asked f o r an e v a l u a t i o n o f the s t u d e n t s ' perform an ce as compared t o h i s 38 e x p e r i e n c e with n o n - s t u d e n t employees. The l a s t s e c t i o n l i s t s the same 49 s k i l l s and competencies as 1n the p e r s i s t e r s ' q u e s t i o n n a i r e and a s k s two q u e s t i o n s o f the employer. I t asks f o r a r a t i n g o f t h e Importance o f each s k i l l to the perform ance o f t h e employee's j o b and f o r an e v a l u a t i o n of the em p lo y ee 's performance o f each s k i l l . S e c u ri n g t h e Data With a t e s t e d i n s t r u m e n t and w ith a complete m a i l i n g l i s t , a schedule was e s t a b l i s h e d f o r sending o u t t h e q u e s t i o n n a i r e s . However, the o r i g i n a l sc h e d u le was changed s e v e r a l times when i t was deemed practical. The a c t u a l s c h e d u l e ad h ered t o was as f o l l o w s : a) A pril 30, 1973 1 s t Q u e s t i o n n a i r e m a ile d out b) May 22, 1973 1 s t Reminder l e t t e r s e n t c) dune 1, 1973 2nd Q u e s t i o n n a i r e s e n t d) June 15, 1973 2nd Reminder l e t t e r s e n t e) June 26, 1973 3rd Reminder l e t t e r s e n t f) June 28, 1973 Thank you l e t t e r s s e n t . A more d e t a i l e d e x p l a n a t i o n o f each m a i l i n g f o llo w s: a. The f i r s t q u e s t i o n n a i r e was s e n t t o 140 s t u d e n t s and e m p lo y ers. An e n c lo se d c o v e r l e t t e r s t r e s s e d t h e importan ce o f t h i s survey and urged a speedy r e p l y . The I n s t r u m e n t was s e n t to t h e f o l lo w in g t h r e e c a t e g o r i e s o f p eo p le : • 59 p e r s i s t e n t fo rm er s t u d e n t s . • 40 n o n - p e r s i s t e n t fo r m e r s t u d e n t s . • 41 employers o f former s t u d e n t s . 39 Each q u e s t i o n n a i r e was complete w ith a s e l f - a d d r e s s e d stamped r e t u r n envelope f o r t h e r e s p o n d e n t s ' c o n v en ien c e. See t h e f o l lo w in g appendices f o r t h e i r r e s p e c t i v e c o v e r l e t t e r s and q u e s t i o n n a i r e s . • Appendix G The P e r s i s t e n t Former S t u d e n t ' s Cover L e t t e r . • Appendix H The P e r s i s t e n t Former S t u d e n t ' s Q uestionnaire. • Appendix I The N o n - P e r s i s t e n t Former S t u d e n t ' s Cover L e t t e r . • Appendix J • Appendix K The Employers' Q u e s t i o n n a i r e . b. The Employers' Cover L e t t e r . N inety -o ne F i r s t Reminder l e t t e r s were s e n t to b o t h employers and former s t u d e n t s . The l e t t e r s s t r e s s e d t h e im p o rtan ce o f the s t u d y and the va lu e o f th e r e s p o n d e n t ' s o p i n i o n . I t a l s o mentioned the e a s e with which th e q u e s t i o n n a i r e c ould be f i l l e d o u t . See Appendix L f o r a copy o f the s t u d e n t and e m p l o y e r ' s rem inder l e t t e r . c. A t o t a l o f 74 Second Q u e s t i o n n a i r e s were s e n t to 45 former s t u d e n ts and 29 employers o f fo rm er s t u d e n t s . Again t h e r e was a c o v e r l e t t e r and an e n c l o s e d s e l f - a d d r e s s e d stamped r e t u r n en v elo p e f o r t h e i r convenience. See Appendix M f o r f o r m e r s t u d e n t c o v e r l e t t e r and Appendix N f o r e m p l o y e r 's c over l e t t e r . d. Each o f t h e 48 n o n - r e s p o n d e n t s was s e n t an i d e n t i c a l Second Reminder l e t t e r . I t was s e n t in a b r i g h t red n o n - b u s i n e s s envelope with a b r i g h t green mimeograph r e m i n d e r s h e e t e n c l o s e d . There was a ls o an e n c l o s e d hand w r i t t e n no te on "Snoopy" s t a t i o n e r y . was stamped with a l a r g e very b r i g h t c o l o r e d stamp. The e n velope See Appendix 0 f o r a t y p i c a l "Snoopy" n o t e and t h e g r e e n e n c l o s e d r e m i n d e r . 40 e. A T hird Reminder l e t t e r was s e n t to each o f t h e 28 non­ r e s p o n d e n t s , 16 s t u d e n t s and 12 e m plo yers . non -b u sin ess b l u e l e t t e r . The theme o f th e l e t t e r was, "Your Opinion Is Worth More Than Two Cents To Us." i n s i d e the l e t t e r . f. Everyone r e c e i v e d t h e same Three s h i n y pennie s were glued See Appendix P f o r a copy o f t h e l e t t e r . Thank you l e t t e r s were s e n t to e v e r y r e s p o n d e n t e x p r e s s i n g a p p r e c i a t i o n f o r answering t h e q u e s t i o n n a i r e . Appendix Q. A copy can be found 1n A d d i t i o n a l l e t t e r s were s e n t o u t as q u e s t i o n n a i r e s were received. P r o c e s s i n g o f th e Data Each page o f each q u e s t i o n n a i r e was numbered and l e t t e r e d t o c o in c id e with t h e i d e n t i f i c a t i o n system used on t h e 3 x 5 m ailin g l i s t . in d ex c ard The l e t t e r s on each q u e s t i o n n a i r e page i d e n t i f i e d the former s t u d e n t as a p e r s i s t e n t o r n o n - p e r s i s t e n t g r a d u a t e o r d r o p o u t . The number a t t h e top o f page i d e n t i f i e d the s t u d e n t by t h e y e a r he e n r o l l e d in the program. With t h i s system q u e s t i o n n a i r e s e c t i o n s could be s e p a r a t e d and l i k e pages could be more e a s i l y t a b u l a t e d . The m a j o r i t y o f the t a b u l a t i o n s were p e r c e n t a g e s , a v e r a g e s , means, or t o t a l s . numbers. A d e s k t o p e l e c t r o n i c c a l c u l a t o r was used t o compute the In the employer and employee " s k i l l " s e c t i o n t h e r e s p o n s e s were coded, programmed, and " r u n - o f f " by the computer. I t is hoped t h a t the i n f o r m a t i o n handled in t h i s manner w i l l be u s a b l e , u n d e r s t a n d a b l e and a p p r o p r i a t e t o the needs and d e s i r e s o f potential users. CHAPTER IV PRESENTATION OF THE FINDINGS The d a t a p r e s e n t e d in t h i s c h a p t e r were g a t h e r e d from b o t h t h e fo llo w - u p q u e s t i o n n a i r e o f f o r m e r s t u d p n t s and t h e i r em ploy ers and from the many mail and phone c o n t a c t s w i t h them. Population To be i n c l u d e d in t h e s t u d y , fo rm er s t u d e n t s must have completed two o r more terms o f c l a s s work in t h e e n t e r i n g c l a s s o f 1964, 1965, 1966, 1967 o r 1968. The maximum p o p u l a t i o n p o s s i b l e was 99 form er s t u d e n t s and 41 e m p l o y e r s . Ele ven s t u d e n t s e i t h e r d id n o t res p o n d to the q u e s t i o n n a i r e , c o u l d n ' t be l o c a t e d o r d i d n ' t want to be a p a r t o f the su rv e y . T h e r e f o r e , t h e a c t u a l fo r m e r s t u d e n t p o p u l a t i o n was 88. T h e ir names and a d d r e s s e s a r e l i s t e d in Appendix R. Two former s t u d e n t s who were t e a c h i n g f l o r i c u l t u r e in v o c a t i o n a l t e c h n i c a l s c h o o ls were c o n s i d e r e d p e r s l s t e r s as was a man who e n l i s t e d in th e s e r v i c e w h i l e employed 1n a f l o r a l in d u stry job. F o r t y - o n e p e r s i s t e n t f o r m e r s t u d e n t s p r o v i d e d t h e names o f t h e i r employers. Nine em ployers d i d n o t r e t u r n t h e i r q u e s t i o n n a i r e s l e a v i n g an employer p o p u l a t i o n o f 32. T h e i r names and a d d r e s s e s a r e l i s t e d in Appendix S. 41 42 Data p r e s e n t e d in Table I I r e v e a l t h e number o f s t u d e n t s who e n t e r e d t h e program from 1964 to 1968. I t a l s o l i s t s th e s t u d e n t s by c a t e g o r y : P e r s i s t e n t Dropout o r G ra du ate and N o n - P e r s i s t e n t Dropout or Gra duate. In each a l t e r n a t e y e a r e n r o l l m e n t jumps, w i t h o u t any a p p a r e n t rea so n . Table I I I i s a f u r t h e r breakdown o f Table I I , l i s t i n g the f o u r c a t e g o r i e s o f s t u d e n t s 1n th e t o t a l f i v e y e a r p e r i o d o f t h i s s u r v e y . Of the former s t u d e n t s 68.68% g r a d u a t e d from the program as compared to 31.32% who did n o t . Of t h e former s t u d e n t s 59.59% p e r s i s t e d i n t h e i n d u s t r y , w h ile 40.41% l e f t t h e f l o r a l I n d u s t r y . Telephone I n t e r v i e w s All former s t u d e n t s were surveyed by phone in Ju n e and J u l y o f 1972. The purpose o f t h i s i n t e r v i e w was t o gain b a s i c i n f o r m a t i o n such as th e s t u d e n t ' s home and work a d d re s s and phone number and h i s p l a c e and ty pe o f employment. In a d d i t i o n t o p r o v i d i n g a c u r r e n t m a i l i n g l i s t i t a l s o d i v i d e d t h e former s t u d e n t s i n t o the c a t e g o r i e s l i s t e d in T ab les I I , I I I and IV. The l a r g e s t c a t e g o r y o f s t u d e n t s was t h e p e r s i s t e n t g r a d u a t e s w ith 47.47% of the t o t a l fo llo w ed by 21.21%, nonp e r s i s t e n t g r a d u a t e s , 19.19% n o n - p e r s i s t e n t dropouts and 12.12% p e r ­ s i s t e n t dropouts. With the e x c e p t i o n o f t h e e n t e r i n g c l a s s o f 1968, th e l a r g e r t h e c l a s s , t h e s m a l l e r t h e dro po u t r a t e and v i c e v e r s a . For example, t h e c l a s s o f 1966 w ith 23 s t u d e n t s , had a d r o p o u t r a t e o f 17.3% w h i l e t h e c la s s o f 1967, w ith 16 s t u d e n t s , had a d r o p o u t r a t e o f 31.2%. TABLE I I The Year Former Students Entered the Commercial F l o r i c u l t u r e Technician Program Former Student Categories Year Persistent Persistent Non-persistent Non-persistent Total Dropouts__________ Graduates_________ Dropouts_______________Graduates_____________________ Of V of V to to % N to N N N to N 1964 2 8.33 10 41.67 4 16.67 8 33.33 24 24.24 1965 2 14.29 8 57.14 2 14.29 2 14.29 14 14.14 1966 2 8.70 11 47.83 4 17.39 6 26.09 23 23.23 1967 3 18.75 7 43.75 2 12.50 4 25.00 16 16.16 1968 3 13.64 11 50.00 7 31.82 1 4.55 2: 22.22 12 100.00 47 100.00 19 100.00 21 100.00 99 100.00 Total for Category ♦Percent o f 5 y e a r t o t a l o f s t u d e n t s . it 44 TABLE I I I C a t e g o r i e s o f Former S t u d e n t s Former S t u d e n t C a t e g o r i e s N P ercent of Population P e r s i s t e n t Graduates 47 47.47 P e r s i s t e n t Dropouts 12 12.12 N o n - p e r s i s t e n t Gradu ates 21 21.21 N o n - p e r s i s t e n t Dropouts 19 1 9.19 Totals 99 100 . 0 0 % 45 The n o n - p e r s i s t e r s a r e o c c u p a t i o n a l l y s c a t t e r e d w i t h no one dominant p r o f e s s i o n o r I n d u s t r y r e p r e s e n t e d . However, o f the 23 former s t u d e n t s , o nly one works in a f a c t o t y , w h i l e e v e r y o n e e l s e works in some type o f l i g h t i n d u s t r y . A f t e r c o m p l e t i o n o f t h e phone i n t e r ­ views with t h e r e s u l t i n g s t a b i l i z a t i o n o f s t u d e n t num bers, t h e a u t h o r d e c i d e d , in c o n s u l t a t i o n w i t h Dr. H. E c k e r , Chairman o f t h e A g r i c u l ­ t u r a l Technology I n s t i t u t e a t Michigan S t a t e U n i v e r s i t y , t o i n c l u d e o nly r e t a i l o r i e n t e d s t u d e n t s 1n t h i s s t u d y . This d e c i s i o n was made because in t h e f i v e y e a r p e r i o d c o v e r e d : 1. 74.4% o f t h e g r a d u a t e s were r e t a i l o r i e n t e d . 2. 74.6% o f t h e d r o p o u t s were r e t a i l o r i e n t e d . 3. Only 38 o f t h e t o t a l o f 149 g r a d u a t e s and d r o p o u t s were production o r i e n t e d . This was to o small a number when d i v i d e d by t h e f i v e y e a r s o f t h e s t u d y t o p r o d u c e s i g n i f i c a n t resu lts. The d a t a found in T a b l e IV was c o m p iled a f t e r t h e phone I n t e r v i e w s and b e f o r e 1 t was d e c i d e d n o t to use t h e p r o d u c t i o n r e l a t e d s t u d e n t s t h i s su r v e y . 1n The d a t a in T a b l e s V t h r o u g h X i n c l u d e o n l y r e t a i l o r i e n t e d s t u d e n t s , both t h o s e who responded to t h e q u e s t i o n n a i r e and t h o s e who did not. Of th ose t h a t have dr opped o u t , 65% have done so by t h e end o f t h e second term o f c l a s s e s . The c au se s f o r d r o p o u t s (18% o f t h e t o t a l e n t e r i n g c l a s s e s ) were as f o l l o w s : Numbers o f S t u d e n t s t n t e r m q , D r o n m n n Out and G r a d u a l i n ; From t h e C o mme r c i a l T e c h n i c i a n Pr ogr am Bet ween l ° 6 t and 1968, Floriculture I r . :* j l i n n P r o d u c t i o n an d R e t a i l Ma j o r s DROPOUTS Year Enrol led N Entered M. F. N Grad. Grad. Males Grad. T o ta ls A f te r Term of Classes 1st 2nd 3rd 4th Females Grad. n ri A-S Q 2 2 1 2 1 5 M A-S n 1964 30 20 10 21 70 55 100 1965 26 22 4 15 57 59 50 11 7 5 6 1 2 <_ 1966 33 19 14 18 54 47 64 15 5 1 6 4 4 1 1967 28 13 15 16 57 61 53 12 7 2 6 3 - 3 1968 32 18 14 16 50 61 35 16 7 2 6 6 1 3 TOTALS 149 92 57 86 57 56 59 63 12 25 16 8 14 T A.S* 2' AVERAGES Entering Class Size N Male N Female N Grad. 29.8 18.4 11.4 17.2 *A-S Academic Suspension 'j< Grad. % M Grad. r- F. Grad. Drop. 57 56 59 43 * M A.S. 18 e n t e r i n g 13 44* Drop. 42? Leave Program A f te r Terms of Classes 1st 2nd 3rd 4th 25 16 8 14 40? 25? 12? 22? 47 Grades 28 s t u d e n t s o r 44% Transfers 14 s t u d e n t s o r 22% Unknown 12 s t u d e n t s o r 19% Placement o r C r e d i t 5 students or 8% H e alth o r Marriage 3 students or 5% Army 2% 100 % Of t h e 149 e n t e r i n g s t u d e n t s i n t h i s f i v e y e a r p e r i o d : (1) 86 st u d e n ts * 57% o f t h e e n t e r i n g c l a s s , g r a d u a t e d ; and (2) 63 s t u d e n t s , 43% of the e n t e r i n g c l a s s , d i d n ' t c om plete t h e program. completing t h e program: Of t h o s e n o t (a) a b o u t h a l f , 44%, l e f t due to academic suspensio n (ab o ut o n e - h a l f of t h e s e were m a l e s ) ; and (b) 22% o f th e dropouts t r a n s f e r r e d t o th e fo u r y e a r H o r t i c u l t u r e program o r t o a n o t h e r c o l l e g e a t the u n 1 v e rs i ty - - 8 % o f a l l e n ro l l e e s t r a n s f e r r e d t o a f o u r y e a r program. I t i s notew orthy t h a t the a v e r a g e e n t e r i n g c l a s s s i z e was a lm o s t 30, but the averag e s i z e o f the g r a d u a t i n g c l a s s was 17 w ith an a v erag e lo ss of 13 s t u d e n t s y e a r l y . d e n ts g r a d u a t e . In o t h e r words, 57% o f a l l e n t e r i n g s t u ­ F i f t y - n i n e p e r c e n t o f the fe m ale s g r ad u a ted as compared wi th 56% f o r m a l e s . A f t e r t h e phone i n t e r v i e w s b e f o r e i t was d e c i d e d n o t t o use t h e p ro d u ctio n r e l a t e d s t u d e n t s 1n t h e s u r v e y , t h e d a t a found in T able V was compiled. 48 TABLE V Employment S t a t u s of t h e Former S t u d e n t s of t h e Conmerclal F l o r i c u l t u r e T e c h n ic i a n Program o f t h e E n te r in g C l a s s e s o f 1964, 1965, 1966, 1967, and 1968 as o f Ju ne 1, 1973 A. N OCCUPATIONS 71 Employed 48 F l o r a l I n d u s t r y 34 8 2 4 F ull-tim e f l o r a l designers P art-tim e f l o r a l designers Teaching f l o r i c u l t u r e in V o c a tio n a l T echn ic al sch o o ls R e t a i l f l o w e r s t o r e managers 23 N o n - f l o r a l O c cu pa tio ns 3 O f f i c e work 2 Cosmetics sa lesmen 2 Bank t e l l e r s I r r i g a t i o n equipment salesm an Wa i t e r Department s t o r e s a l e s manager Department s t o r e buyer School bus d r i v e r W aitre ss Computer t e s t i n g s e r v i c e work A irlin e re se rv a tio n hostess Man u facture s sp a r k plugs A s s t . Mgr. f a b r i c company Clerk f a b r i c shop L i f e i n s u r a n c e salesman Bell t e l e p h o n e company lineman Plumber Male n urse Elementary e d u c a t i o n t e a c h e r B. 11 S e l f Employed 10 F l o r a l I n d u s t r y 1 Grocer C. 4 C o l le g e S t u d e n ts ( N o n - p e r s i s t e r s ) D. 3 M i l i t a r y S e r v i c e (2 N o n - p e r s i s t e r ) E. 10 Unemployed ( N o n - p e r s i s t e r s ) 8 Housewives 2 Not working 99 1 s t u d e n t was u n l o c a t a b l e 1 s t u d e n t d i d n o t want t o p a r t i c i p a t e i n t h e s u r v e y 49 Table V i s t h e complete employment p i c t u r e o f a l l t h e g r a d u a t e s and dropouts ( r e t a i l o r i e n t e d ) o f th e c l a s s e s e n t e r i n g t h e program 1n 1964, 1965, 1966, 1967 o r 1968, Of t h e former s t u d e n t s 58.58% were employed in th e f l o r a l i n d u s t r y and 23.23% were employed In n o n - f l o r a l o c c u p a ti o n s . Eleven o r 11.11% a r e s e l f - e m p lo y e d and only two f orm er s t u d e n t s a re a c t u a l l y unemployed. The p e r s i s t e n t r a t e mentioned above is c o n s i s t e n t w i t h t h a t mentioned in o t h e r s t u d i e s p r e v i o u s l y r e p o r t e d . Other v o c a t io n a l t e c h n i c a l s t u d i e s a l s o mention t h e low unemployment r a t e f o r former s t u d e n t s . Table VI i s d i f f e r e n t from Table V in data from 30 employer q u e s t i o n n a i r e s . t h a t i t i n c l u d e s only t h e I t i s s i g n i f i c a n t to n o te t h a t of the 30 employees, 18, o r 60% have management r e s p o n s i b i l i t i e s . Although i t i s n o t r e p o r t e d in the t a b l e , many o f t h e 12 d e s i g n e r s a ls o have major management r e s p o n s i b i l i t i e s . According to T able VII, 55.71% o f the c l a s s e s of 1964-1968 were m a l e s ; 62.96% o f g r a d u a t e s o f the e n t e r i n g a l l t h e d r o p o u t s a l s o were males but then 69.64% of th e e n t e r i n g males and 77.50% o f th e e n t e r i n g females g r a d u a te d from th e program. So, t h e p e r c e n t a g e o f fem ales who completed the program and g r a d u a t e d i s 7.86% h i g h e r th an the p e r c e n t a g e of males who s t a r t e d and completed t h i s program. 50 TABLE VI P o s i t i o n s P r e s e n t l y Held by Former S t u d e n t s o f t h e Commercial F l o r i c u l t u r e T e c h n i c i a n Program* T i t l e of P o s i t i o n Number o f Students P e r c e n t of Students Store Manager 5 16.67 A s s i s t a n t Manager 8 26.6 7 Department o r S e c t i o n Manager 5 16 .67 F lo r a l D esigners 12 40.00 totals 30 1 00 .0 0 D e c o r a ti o n s D e p t. 1 Wedding Dept. 1 R e t a i l Dept. 1 Cut Flower D ep t. 1 •According to 30 u s a b l e employer r e s p o n s e s . 51 TABLE V II Ratio o f Male to Female Grad uates and Dropouts In the Commercial F l o r i c u l t u r e T ec h n ic ian Program C l a s s e s o f 1964 Through 1968 Year Enter Program GRADUATES Female Male N % N % TOTAL Male N N % 100.0 1964 9 52.94 8 47.0 6 17 6 1965 9 90.00 1 10.00 10 3 1966 7 70.00 10 58.82 17 1967 6 50.00 6 50.00 1968 8 57.14 6 4 2 .8 6 DROPOUTS Female N % TOTAL N 0 0 6 75.00 1 25.00 4 4 66.67 2 33.33 6 12 2 66.67 1 33.33 3 14 2 25.00 6 75.00 8 4 52 According to t h e d a t a in T able VIII d ro p o u t s have a s l i g h t l y b e t t e r p o i n t average t h a n the program g r a d u a t e s . T h is f a c t i s in accord with th e f i n d i n g s r e p o r t e d in th e l i t e r a t u r e review which s t a t e d in e s s e n c e t h a t t h e s t u d e n t s w i t h the h i g h e s t and low e st G . P . A . ' s u s u a l l y l e a v e v o c a t i o n a l programs. A major reason f o r t h e high G.P.A. s t u d e n t s dro p ping o u t i s t h e i r t r a n s f e r t o a f o u r y e a r academic program. A major rea so n f o r t h e low G.P.A. s t u d e n t s dropping o u t i s academic s u s p e n s io n . There i s a s i g n i f i c a n t d i f f e r e n c e between the number and p e r c e n t of s t u d e n t s from f a m i l i e s in t h e f l o r i s t i n d u s t r y who p e r s i s t 1n the f l o r a l i n d u s t r y and t h e o v e r a l l p e r s i s t e n c e r a t e amongst a l l former students. The d i f f e r e n c e 1s 29.94% o r a lm o s t o n e - t h i r d h i g h e r . Even though only 59.25% o f t h e s t u d e n t s growing up in the f l o r i s t i n d u s t r y g radu ate from the program , 85.19% remain in t h e i n d u s t r y o f t h e i r parents. Three o f th e n o n - g r a d u a t e p e r s i s t e r s completed a l l the requirem ents f o r g r a d u a t i o n e x c e p t plac em en t t r a i n i n g and two more t r a n s f e r r e d t o the f o u r y e a r h o r t i c u l t u r e program a t Michigan S t a t e U niversity. Of the f o u r n o n - p e r s i s t e r s , one is s t u d y i n g law, one i s s tu d y in g b u s i n e s s , one i s s e l l i n g c o s m e t i c s , and the o t h e r i s s e l l i n g i r r i g a t i o n equipment. The d a t a on Table X c l e a r l y i n d i c a t e a lm o st 15% more male s t u d e n t s p e r s i s t in t h e f l o r a l i n d u s t r y than do female former s t u d e n t s . This Is even more s i g n i f i c a n t when c o n s i d e r i n g t h e f a c t t h a t o f t h e 22 fem ale p e r s i s t e r s , seven (31.82%) a r e o n l y working p a r t - t i m e , whereas o n l y one male i s working on a p a r t - t i m e b a s i s . 53 TABLE V I I I R e l a t i o n s h i p of A g r i c u l t u r a l T e c h n ic i a n Grade P o i n t Averages to t h e Various C a t e g o r i e s r f Former S t u d e n t s Student Category GRADUATES H Grade P o i n t Average 68 2.56 47 21 2.48 2.64 27 2.61 8 19 2.91 2.31 55 2 .6 9 Graduates Dropouts 47 8 2 .4 8 2.91 UON-PERSISTERS 40 2 .4 5 Graduates Dropouts 21 19 2.64 2.31 Persisters N on-persisters DROPOUTS Persisters N on-persisters PERSISTERS* *Four former s t u d e n t s ' G . P . A . ' s were not a v a i l a b l e . 54 TABLE IX Comparison o f t h e P e r s i s t e n c e R ate o f S t u d e n t s from F l o r i s t and N o n - F lo r 1 s t F a m ilies Program Graduates N % 16 27 N Fu ll-Tim e N Part-Time 00 S tud en ts From F lorist Fami1ies 59.25 Total N T o ta l % 23 58 .1 9 Persistent Rate f o r All Former Students 59 .6 0 TABLE X Comparison of t h e P e r s i s t e n c e R a te Between Male and Female Former S t u d e n t s Tota l Former Students--99 Male P e r s i s t e r s - -59 Female Male N o n - P e r s i s t e r s - - 40 Female Female Male N % N % N % N " N % N % 56 06.56 43 43.43 37 66.07 22 51.16 19 47.50 21 52.50 55 The r e a s o n f o r the d i f f e r e n c e in t h e p e r s i s t e n c e r a t e between t h e sexes may be t h a t the male i s more c on cern ed a b ou t h i s v o c a t i o n a l c h o ic e and once t h a t c h o ic e i s made, i s l e s s a p t Lo change. Q u e s t i o n n a i r e Responses Following both the t e l e p h o n e I n t e r v i e w s and t h e mail c o n t a c t s , the t e s t e d q u e s t i o n n a i r e s were m a i l e d to 140 f o rm er s t u d e n t s and e m p l o y e r s . There were 119 o r 85% o f t h e q u e s t i o n n a i r e s r e t u r n e d . Table XI r e v e a l s the sch ed ule which was fo llo w ed in t h e d i s t r i b u t i o n o f both q u e s t i o n ­ n a i r e s and rem inder l e t t e r s . Due to t h e mail h a n d l e r s ' s t r i k e and the survey d e a d l i n e s , the l a s t mail rem inder l e t t e r was i n e f f e c t i v e . Six q u e s t i o n n a i r e s were r e t u r n e d t o o l a t e to be use d. The most e f f e c t i v e m a i l i n g r e s p o n se was to t h e unique and c o l o r f u l one with t h e "Snoopy" s t a t i o n e r y - - a 45.83% r e s p o n s e . The n e x t most e f f e c t i v e r e s p o n s e was to t h e f i r s t q u e s t i o n n a i r e , 42.86%. Of a l l t h e r e s p o n d e n t s , 91.49% were p e r s i s t e n t g r a d u a t e s , a l t h o u g h 85.71% o f t h e n o n - p e r s i s t e n t g r a d u a t e s a l s o responded to t h e q u e s t i o n ­ naire. The l e a s t r e s p o n s e , 75%, was from the p e r s i s t e n t d r o p o u t s . TABLE XI Responses to Mailings o f Q uestionnaires and Reminder L e t t e r s Number of Copies Sent Number of Copies Received Da te Material Sent Type of Material Sent April 30, 1973 First Question­ naire 140 60 60 42.86 42.08 42.08 May 22, 1973 First Reminder Letter 91 11 71 12.09 7.86 49.93 June 1 1973 First Reminder Question­ n a ire 74 26 97 35.14 18.57 68.50 June 15, 1973 Second Reminder Letter 48 22 119 45.83 15.71 85.00 June 26, 1973 Third Reminder Letter 28 * Total Number of Responses Responses: % of Each Mailing ♦Received s i x q u e s t io n n a ir e s too l a t e to be included in th e study. Responses % of Total Responses Total % S tudent Educational A c t i v i t i e s T his s e c t i o n o f the F i n d i n g s i s d a t a from t h e p in k s e c t i o n o f t h e q u e s t i o n n a i r e which was s e n t t o a l l fo rm e r s t u d e n t s . respond to t h e s t u d y ' s o b j e c t i v e s : l i s t e d in t h e I n t r o d u c t i o n . I t attem pts to #7 and #8 and h y p o t h e s i s #4 as The o b j e c t i v e s and h y p o t h e s i s a r e as foilow s: 7. To d e t e r m i n e which e d u c a t i o n a l a c t i v i t i e s t h e form er s t u d e n t s p a r t i c i p a t e d in . 8. To d e t e r m i n e the e d u c a t i o n a l c o n t r i b u t i o n t h a t fo rm er s t u d e n t s f e l t they r e c e i v e d from each o f t h e e i g h t l i s t e d school a c t i v i t i e s . H y p o th e sis 4. There w i l l be high c o r r e l a t i o n between f o r m e r s t u d e n t s ' p e r s i s t e n c e and t h e i r p a r t i c i p a t i o n in t h e l i s t e d educational a c t i v i t i e s . The d a ta in Table X L l la n d XLIII I n d i c a t e s a v e ry good d e g r e e o f p a r t i c i p a t i o n in e d u c a t i o n a l a c t i v i t i e s were i n vo lve d in t h e F l o r a l activity More s t u d e n t s (83 o r 93.18%) I n d u s t r y C o nv e ntio n s t h a n in any o t h e r The same p e r c e n t o f s t u d e n t s 88 64, were i n v o l v e d in b o th the F a ll Mum S a l e s and C la s s F i e l d T r i p s . The B r i d a l Show was r an k e d the most b e n e f i c i a l by 50% o f t h e s t u d e n t s , f o l lo w e d by t h e Annual Spring F i e l d T r i p (45.5%), a n d I n d u s t r y C on v e n tio ns (4 4.3 % ). The d a t a in T ab les XLIV an d XLV r e l a t e d i r e c t l y t o H y p o t h e s i s #4. There is in e v e r y c a s e a h i g h c o r r e l a t i o n between p e r s i s t e n c e and p a r t i c i p a t i o n in e d u c a t i o n a l a c t i v i t i e s . The l e a s t d e g r e e o f c o r r e ­ l a t i o n i s in t h e A g r i c u l t u r a l Technology O r g a n i z a t i o n s and t h e s e o r g a n i z a t i o n s were o n ly o p e r a t i v e one o f t h e f i v e y e a r s c o v e r e d in t h e s u r v e y 58 TABLE XII Re sp onses t o Q u e s t i o n n a i r e s by Former S t u d e n t C a t e g o r i e s S tu d e n t Categories Population N Respon de nts N Percent Responses Persistent Dropouts 12 9 75.00 3 Persistent Graduates 47 43 91.49 4 Non-persistent Dropouts 19 16 84.21 3 Non-persistent Gra duates 21 18 85.71 3 Total 99 86 86.86 11 N o n - re s p o n d e n ts N TABLE X I I I The R e l a t i o n s h i p o f the Number of F u l l - T i - e Flower Shop Employees to It'. Annual Volume and Location Lo c a t i o n o f R e t a i l Flower Shop* and Employees [ 1 N u m b er j ; Vi 1 lage or >-.a 11 Town Rural Residential n Ne i ghbor ­ hood Shopping Center Large Shopping Center or Hall N N Metrop o l i tan (Large City) Other N N _______, l..n $ 0 - $ 5 0 , 000 Annual Volume 1 Shoos 25.00 2 50.00 | 1 25.00 # f ' ■ ■ Iyl 1 - 7 ine Employees 5 1 . . . 20.00 3 60.00 j 1 20.00 ________ $ 5 0 . 000-SI GO,000 Annual Volume . Ful l - T i me Employees © ! 1 25.00 1 25.00 1 2 5. 0 0 3 10.00 25 83.30 1 3.30 1 Down town 25.00 1 Downtown 3.30 3 Downtown 23.00 j Shops 1 jJ $ 1 0 0 , 0 0 0 - $ 2 5 0 , 0 0 0 Annual Volume Shops 13 1 7.70 2 Fu l l - T i me Employees 30 5 6.00 6.5 15.00 2 15 . 0 0 2 15 . 00 1 7.70 z 15. 00 8.00 14 17.50 12 15.00 7 3.80 14 17 . 59 Down town 21 5 27.00 Over $2 5 0 , 0 0 0 Annual Volume Shops F u l l - Ti me Employees 13 1 7.70 3 23.00 4 30.80 4 30.30 Edge o f City 1 7.70 187 22 11.80 36 1 9 . 30 40 21.40 49 26.20 Edge o f C i t y 40 21.40 * One f i r m ( n o t i n c l ud e d i n the s ur v e y ) has 6 s t o r e s , 150 e m p l o y e e s , and a volume over $1 m i l l i o n . cm cd 60 TABLE XIV R e l a t i o n s h i p o f Shop S i z e to H i r i n g o f Former S t u d e n ts S t u d e n t s Hired i n Last 5 Years Placement S t u d e n t s Hired Shops Annual Volume N o f Shops in Each Category N % o f Total Students Hired A fter Leaving Program N % o f Total $0-50,000 4 1 5 .8 8 3 8.33 $50,000-100,000 4 1 5.88 5 13.88 $100,000-250,000 13 7 41 .18 13 3 6.10 Over $250,000 13 8 47.06 15 41 .6 6 61 TABLE XV Employer H ir in g P r a c t i c e s f o r New Employees % o f Total Responses Number of Responses*** Off S t r e e t , Shop T r a i n s 38.89 21 "U"* Technical Program 14.81 8 Design Schools 9.26 5 Vocational Schools 9.26 5 "U"* 4 Year H ort. Program 7.41 4 Newspaper Ads 3.70 2 High School Work-Study 3.70 2 Recommendations 3.70 2 Employment Agencies 3.70 2 4-H Design P a r t i c i p a n t s 1.85 1 FAA** Kids 1.85 1 Other Shops 1.85 1 Where Hired * Michigan S t a t e U n i v e r s i t y ** F u tu re Farmers of America *** 54 Total Responses (Many shops gave more t h a n one method o f h i r i n g . The l a r g e r shops o f c o u r s e do more h i r i n g . ) 62 Only 4.7% of the p e r s i s t e r s d i d n o t p a r t i c i p a t e 1n t h e F l o r i c u l t u r e Forum--every o t h e r c o r r e l a t i o n was h i g h e r . When the d a t a in Table XLIV i s compared w i t h t h a t in T able XLV i t becomes a p p a r e n t t h a t many p e r s i s t e r s p a r t i c i p a t e d i n t h e a c t i v i t i e s but f e l t they were o f l i t t l e b e n e f i t . T h is i s e s p e c i a l l y t r u e o f t h e Fall Hum S a l e s , I n d u s t r y Groups and t h e F l o r i c u l t u r e Forum. E m p lo y e r 's Q u e s t i o n n a i r e Forty-one employers o f p e r s i s t e n t fo r m e r s t u d e n t s were s e n t q u e s t i o n n a i r e s , 32 r e s p on d ed . The p u rp o se o f t h e s e q u e s t i o n n a i r e s was to l e a r n more a b o u t t h e i r h i r i n g p r a c t i c e s , t h e i r l o c a t i o n s in r e l a t i o n to shop s i z e , and t h e i r d e g re e o f s a t i s f a c t i o n w i t h t h e i r fo rm er s t u d e n t employee. The empl oyer was a l s o asked t o compare t h e q u a l i t y and quan­ t i t y o f work produced by t h e form er s t u d e n t and t h e work produced by his r e g u l a r employees who have had: 1. No formal t r a i n i n g and no e x p e r i e n c e . 2. No formal t r a i n i n g and t h e same number o f y e a r s e x p e r i e n c e . 3. No formal t r a i n i n g and two y e a r s more e x p e r i e n c e th an t h e s t u d e n t employee. 4. No formal t r a i n i n g and f o u r y e a r s more e x p e r i e n c e In t h e f l o r a l i n d u s t r y than t h e s t u d e n t employee. The assum ption in t h e s e comparisons i s t h a t t h e fo rm er s t u d e n t s should compare f a v o r a b l y in b o t h q u a l i t y and q u a n t i t y o f work produced to a t l e a s t the l e v e l o f t h e u n t r a i n e d employee w i t h two y e a r s more in d u s t r y e x p e r i e n c e than t h e fo r m e r s t u d e n t . This i s comparing s k i l l s lea rn ed in an 18-month t e c h n i c a l program t o t h o s e l e a r n e d in two y e a r s o f employment in a f l o w e r sh o p. This i s com paring t h e p r o g r a m ' s 120 hours o f c la s s ro o m f l o r a l d e s i g n e x p e r i e n c e s t o t h e 2.08CH- h o u r s o f f l o r a l d e s i g n exposure an employee would have a f t e r he had worked in a flo w e r shop f o r two y e a r s . The l a s t s e c t i o n o f t h e q u e s t i o n n a i r e i s d i v i d e d i n t o two s e c t i o n s . The f i r s t s e c t i o n asks t h e employer t o rank t h e i m p o rtan c e o f f o r t y - n i n e s k i l l s o r com pete ncies f o r t h e f orm er s t u d e n t s ' p r e s e n t j o b . Twenty-one s k i l l s a r e r e l a t e d t o f l o r a l d e s i g n and 28 a r e r e l a t e d t o f l o w e r shop management. The e m p l o y e r ' s r e s p o n s e t o t h i s s e c t i o n w i l l be compared to the former s t u d e n t ' s r e s p o n s e to i d e n t i c a l q u e s t i o n l a t e r 1n t h i s chap­ ter. The e m p l o y e r ' s vi ew s as to which s k i l l s a r e i m p o r t a n t c o u l d a l s o have an i m p o r t a n t b e a r i n g on which s k i l l s a r e t a u g h t in t h e Comnerclal F l o r i c u l t u r e Technical Program a t Michigan S t a t e U n i v e r s i t y . The l a s t h a l f o f t h e p r e v i o u s s e c t i o n o f t h e q u e s t i o n n a i r e i s an e v a l u a t i o n o f t h e former s t u d e n t ' s a b i l i t y to p e r f o r m t h e same 49 s k i l l s as p r e v i o u s l y n o ted. The employer r a n k s t h e s t u d e n t 1, 2, 3, o r 4 as 1i s t e d : 1. L i t t l e o r no a b i l i t y , 2. Needs improvement, 3. S atisfactory, or 4. Outstanding a b i l i t y . This s e c t i o n w i l l be an i n d i c a t i o n o f t h e s u c c e s s o f p a r t o f t h e program—o r t h e degree t o which t h e i n s t r u c t i o n a l o b j e c t i v e s o f t h e f l o r a l d e s i g n and r e t a i l f l o w e r shop management c o u r s e s have b een met. 64 The " s k i l l " s e c t i o n o f the e m p l o y e r ' s q u e s t i o n n a i r e i s d i s c u s s e d in c o n j u n c t i o n w i t h t h e " s k i l l " s e c t i o n in t h e f o r m e r s t u d e n t s ' q u e s ­ tionnaire. The l a s t q u e s t i o n t h e employers were ask ed t o answ er i s "How do you f e e l t h e A g r i c u l t u r a l T e c h n o l o g i c a l Commercial F l o r i c u l t u r e Program can be improved?" I t was hoped t h a t t h i s q u e s t i o n would b r i n g a w e a l t h o f c o n s t r u c t i v e i d e a s f o r program improvement. Table XIII c o n t a i n s t h e d a t a from t h e f i r s t page o f t h e e m p l o y e r ' s questionnaire. I t i s b a s i c demographic d a t a p i n p o i n t i n g t h e l o c a t i o n and s i z e o f t h e shops t h e fo r m e r s t u d e n t s a r e employed i n . T h i r t y - t w o employers res ponded b u t t h r e e have m u l t i p l e s h o p s . Two f l o r i s t s have two s h o p s , which b r i n g s t h e t o t a l number o f sh op s in c l u d e d in t h i s survey t o 34. employees. One r e t a i l e r had s i x shops and 150 The d a t a from h i s q u e s t i o n n a i r e was n o t i n c l u d e d as i t would c o m p l e t e l y u n b a la n c e th e d a t a from th e 34 s m a l l e r sh o ps. Eleven p e r c e n t o f t h e r e s p o n d i n g r e t a i l e r s had " s m a l l " shops and most were l o c a t e d in sm all towns. T hes e shops a v e r a g e d one and o n e - q u a r t e r employee p e r l o c a t i o n and employed a t o t a l o f f o u r f o r m e r students. The medium s i z e d s h o p s , $50,000-$ 10Q,000 a n n u a l volume, a l s o employs f o u r f o rm er s t u d e n t s . The sh o p s a r e n o t c o n c e n t r a t e d in any one s i z e community b u t r a t h e r a r e s c a t t e r e d In a l l a r e a s . T h is s i z e shop o p e r a t e s w i t h an a v e r a g e o f 7 . 5 employees a t each l o c a t i o n . The l a r g e s i z e d s h o p s , $ 1 0 0 ,0 0 0 - $ 2 5 0 ,0 0 0 a n n u a l volume, employ 13 former s t u d e n t s . About h a l f o f t h e sh o p s a r e l o c a t e d i n small t o medium 65 sized population c e n te r s . The averag e number o f employees p e r shop i s 6 ,1 5 . This i s about one employee p e r shop l e s s than t h e medium s i z e d shop. This i n d i c a t e s a g r e a t e r degree o f e f f i c i e n c y 1n t h e l a r g e r shops and p r o b a b l y a g r e a t e r amount of o r g a n i z a t i o n and employee t a s k specialization. The very l a r g e shops a l s o have 13 f o rm er s t u d e n t s 1n t h e i r employ and average 15.38 employees p e r populus l o c a t i o n . Table XIV a l s o i n d i c a t e s t h a t the l a r g e and t h e very l a r g e shops h i r e 76.47% o f the former s t u d e n t s . From t h e da ta in T ab les XIV and XV 1 t 1s a p p a r e n t t h a t the two s m a l l e r s i z e d shops only h i r e 23.53% o f t h e former s t u d e n t s . They a l s o p r e f e r , by the r a t i o o f 3:1 and 5 : 1 , t o h i r e s t u d e n t s a f t e r they l e a v e the program r a t h e r th an h i r i n g placem ent s t u d e n t s . No d o u b t t h i s 1s due to the f a c t t h a t they do n o t have time t o spend t r a i n i n g a s t u d e n t . The l a r g e r two c l a s s e s o f shops h i r e 7 .5 tim e s more plac em ent s t u d e n t s than the s m a l l e r shops and h i r e about tw ice t h e number o f g r a d u a t e s and program d r o p o u ts as they do placem ent s t u d e n t s , The q u e s t i o n , "I U s u a l l y Find and H i r e New Employees From . . ." is answered by the 54 r e s p o n s e s o f 32 e m p l o y e r s . I t would a p p e a r t h a t t h e r e i s no one " r i g h t 11 p l a c e t o l o c a t e and h i r e new employees and must look In s e v e r a l p l a c e s f o r them, as i n d i c a t e d in Table XV. The m a j o r i t y o f the new employees a r e h i r e d " O ff t h e S t r e e t . " This means through a s i g n in t h e window, an ad In t h e p a p e r o r sim ply a person walkin g i n t o t h e s t o r e a sk in g f o r a j o b . The p e r s o n u s u a l l y is " g r e e n ," o r i n e x p e r i e n c e d and t h e shop must t r a i n t h e new employee. Of t h e r e s p o n s e s , 14.81% p l a c e d t h e Commercial F l o r i c u l t u r e T e c h n ic i a n 66 Program second as a source o f new employees. T h e r e f o r e 53.70% o f a l l new employees a r e h i r e d th rough one o f t h e s e two s o u r c e s . The b a l a n c e of the new employees a r e h i r e d from ten o t h e r s o u r c e s . S i x t y p e r c e n t o f the p e r s i s t e n t former s t u d e n t s a r e p r e s e n t l y employed in management p o s i t i o n s 1n r e t a i l flower shops. The de g re e of management r e s p o n s i b i l i t y v a r i e s from t h a t o f assuming t h e r e s p o n ­ s i b i l i t y f o r th e management o f t h e e n t i r e shop to t h a t o f a d e p ar tm e n t manager o v e r s e e i n g the o p e r a t i o n o f one o r more a r e a s w i t h i n t h e r e t a i l shop. The f i g u r e s in Table XVI a r e based on th e 28 u s a b l e employer responses. TABLE XVI Management P o s i t i o n s P r e s e n t l y Held by Former S t u d e n t s T itle o f Position Number o f S t u d e n ts P ercen t of Students Store Manager A s s i s t a n t Manager o r Department Manager 18 60.00 Floral Designers 12 40 .0 0 30 100.00 67 Store m anagers. - - S t o r e managers' r e s p o n s i b i l i t i e s d i f f e r g r e a t l y between sh o p s. In some s i t u a t i o n s , t h e manager has t h e e n t i r e r e s p o n ­ s i b i l i t y o f shop o p e r a t i o n ; in o t h e r s , t h e owner makes t h e m ajo r b u s i n e s s d e c i s i o n s ; t h e m a n a g e r , t h e m in o r o n e s . The annual s a l a r y ranges from $ 6 , 8 4 0 . 0 0 to $ 1 1 , 5 2 0 . 0 0 (b ased on m onth ly s a l a r y r a n g e s shown in Table XVII) w i t h a d d i t i o n a l f r i n g e b e n e f i t s . These f i g u r e s do n o t i n c l u d e f o r m e r s t u d e n t s whose em ployers d i d n o t respond t o t h e questionnai re. A s s i s t a n t m a n a g e r s . - - T h e r e s p o n s i b i l i t i e s o f t h e a s s i s t a n t manager d i f f e r w ide ly a c c o r d i n g to t h e shop s i z e and volume and t h e o w n e r 's philo sop h y o f management. In some c a s e s t h e a s s i s t a n t manager has complete r e s p o n s i b i l i t y when t h e owner o r manager 1s away. he i s t h e c h i e f o r head f l o r a l d e s i g n e r . G enerally He a l s o h a s o t h e r m a j o r r e s p o n s i b i l i t i e s and 1s u s u a l l y b e i n g groomed f o r t h e p o s i t i o n o f s t o r e manager. S a l a r i e s f o r t h i s p o s i t i o n ra n g e from $ 4 , 2 0 0 . 0 0 t o $ 8 , 4 0 0 . 0 0 and th e mean s a l a r y 1s $ 6 , 8 0 4 . 0 0 . Sometimes a manager 1s a c t u a l l y an a s s i s t a n t manager w i t h a s t r o n g " b o s s . " C o n v e r s e l y , an a s s i s t a n t manager can a c t u a l l y be a low p a i d manager. In one c a s e , a fem a le a s s i s t a n t manager was p a i d $ 4 , 2 0 0 . 0 0 f o r h e r m a j o r management r e s p o n ­ sib ilities. Thus, t i t l e s can be d e c e i v i n g . Department o r s e c t i o n m a n a g e r s . — There were f i v e fo r m e r s t u d e n t s who a r e d e p ar tm e n t m a n a g e r s , b u t two o f t h e i r e m p lo y e r s d i d n o t r e t u r n the q u e s t i o n n a i r e . The f i v e d e p a r t m e n t s t h e y manage a r e D e c o r a t i o n s , B r i d a l , Design, R e t a i l and Cut F l o w e r s . The h i g h e s t p a i d s t u d e n t department manager 1s t h e D e c o r a t i o n s Manager who r e c e i v e s $6 4 0 .0 0 TABLE XVII Management S a l a r i e s of Former Students Mean Monthly Gross Salary* Monthly Salary Range Store Manager $732.50 $570-5960 2 A s s i s t a n t Manager $567.00 5350-5700 Department or Section Manager $513.33 Designers*** $461.00 P o s i ti o n Held N Above Mean Salary N Students Graduates N Dropouts N ¥ 4 4 100 4 8 6 75 $400-$640 1 3 3 100 — $320-5640 5 10 10 100 — — 2** - * Based on a 40 hour week, 4 week month. ** The two dropouts t r a n s f e r r e d to and graduated from Michigan S t a te U n i v e r s i t y ' s undergraduate h o r t i c u l t u r a l program. *** Four d e s i g n e r s a r e p a r t - t i m e (housewives). Their s a l a r i e s a r e $320.00 f o r two of them and $400.00 and $640.00 r e s p e c t i v e l y f o r the o t h e r two. 69 per month p l u s bonuse s and p r o f i t s h a r i n g . S a l a r i e s a s well as r e s p o n s i b i l i t i e s in t h i s are a d i f f e r w i d e l y . S a l a r i e s a r e d e te r m i n e d in many ways, n o t a l l o f them e a s y t o d e f i n e . Some d e t e r m i n a n t s a r e proficiency or s k i l l a t job, job r e s p o n s i b i l i t i e s , p e rs o n a lity , i n i t i a t i v e , l e n g t h o f time in p o s i t i o n , and r e l a t i o n s h i p t o t h e "b o ss " and t o t h e o t h e r e m p lo yees. F l o r a l d e s i g n e r s . - - A g a i n t h e r e i s a wide s a l a r y r an ge f o r f l o r a l d e s i g n e r s - - f r o m $3 20 .0 0 t o $ 6 4 0 .0 0 p e r month. The mean s a l a r y f o r d e s i g n e r s i s $ 461.0 0 p e r month o r $120.33 p e r week. The r e s p o n s i b i l ­ i t i e s o f t h i s p o s i t i o n vary w i d e l y from s t o r e management to t h a t o f simply t a k i n g and f i l l i n g o r d e r s w i t h o u t any major r e s p o n s i b i l i t i e s . Quite o f t e n a d e s i g n e r has s e v e r a l s i g n i f i c a n t r e s p o n s i b i l i t i e s . When comparing s a l a r i e s p a i d to fo rm er s t u d e n t s t o t h e s i z e o f the shop they a r e employed by, t h e l a r g e s t sh o p s pay t h e h i g h e s t s a l a r i e s in most e v e r y c a t e g o r y . The l a r g e s t shops a l s o o f f e r more f r i n g e b e n e f i t s such as p r o f i t s h a r i n g , h o s p i t a l i z a t i o n , p a id i n s u r a n c e , p e n s i o n s , membership in c i v i c o r g a n i z a t i o n s , l o n g e r p a i d v a c a t i o n s , p a i d c o n v e n t io n s , and t h e use o f a company c a r . not r e f l e c t e d in t h e above l i s t e d s a l a r i e s . These f r i n g e b e n e f i t s a r e The more r e s p o n s i b l e t h e p o s i t i o n , th e more l i k e l y i t i s to o f f e r a w i d e r v a r i e t y o f f r i n g e benefits. These o b s e r v a t i o n s were made from b o t h t h e f o r m e r s t u d e n t s ' and t h e e m p l o y e r s ' q u e s t i o n n a i r e s . As could be e x p e c t e d t h e r e i s a d e f i n i t e s a l a r y r a n g e f o r each level o f r e s p o n s i b i l i t y which can be q u i t e u s e f u l t o t h o s e v o c a t i o n a l c o u n s e l o r s both a t h i g h s c h o o l s and a t t h e c o l l e g e l e v e l . o r g a n i z a t i o n s c o u ld a l s o p r o f i t a b l y use t h e s e f i g u r e s . Industry 70 In e m p l o y e r ' s r a t i n g o f s t u d e n t ' s p e r f o r m a n c e , o f a l l t h e 41 employers o f f or me r s t u d e n t s c o n t a c t e d i n t h i s s t u d y , which i n c l u d e s t he n o n - r e s p o n d e n t s , t h e m a j o r i t y o f t h e e mp l o y e r s , 68.29%, were pl eased wi t h t h e f or me r s t u d e n t s . These f i g u r e s assume t h a t t he non- r es pondi ng empl oyer s a r e a l l d i s s a t i s f i e d w i t h t h e s t u d e n t s . The f i g u r e s below i n Tabl e XVIII a r e based on t h e 32 r e s p o n d i n g emp l o y er s . TABLE XVIII Empl oyer s ' Ra t i ngs o f S t u d e n t s ' Job Pe r formance Very Satisfied N 20 Satisfied Dissatisfied Very Dissatisfied Unusabl e Response % N % N % N % N % 71.43 7 2 5. 00 1 3. 57 0 ... 4 12. 50 Of t he r e s p o n d i n g e mp l o y e r s , 71.43% were Very S a t i s f i e d w i t h t h e i r former s t u d e n t s ' j o b perf or mance and 96.43% were e i t h e r Very S a t i s f i e d o r S a t i s f i e d as shown In Tabl e XIX. h i s employee. One e mpl oyer was D i s s a t i s f i e d w i t h She has been 1n h i s employ f o r o v e r two y e a r s . Que s t i ons #8, 9, 10 and 11 i n t h e empl oyers q u e s t i o n n a i r e deal w i t h a ranking o f t h e f or me r s t u d e n t s q u a l i t y and q u a n t i t y o f work when com­ pared to o t h e r empl oyees who have had no formal t r a i n i n g and a v a r y i n g degree o f i n d u s t r y e x p e r i e n c e . The empl oyer r a n k s t h e f or me r s t u d e n t on a t en p o i n t s c a l e from #1, I n f e r i o r , t o #10, s u p e r i o r . 71 TABLE XIX Employers' Ra t i ngs o f S t u d e n t s ' Job Pe r f or ma nc e : Very S a t i s f i e d and S a t i s f i e d ; Very D i s s a t i s f i e d and D i s s a t i s f i e d ♦ R a t i n g o f S t u d e n t Performance Very S a t i s f i e d and S a t i s f i e d Very D i s s a t i s f i e d and D i s s a t i s f i e d N % N % 27 96. 43 1 3. 57 ♦Based on 28 u s a b l e empl oyer r e s p o n s e s . Four were u n u s a b l e and 9 employers (21.95%) d i d n o t r e t u r n t h e q u e s t i o n n a i r e . In e ver y c a s e e mp l o y e r s r a t e d t he q u a l i t y o f work performed by former s t u d e n t s h i g h e r t h a n t h e i r q u a n t i t y o f work. A p p a r e n t l y t he s t u d e n t s have y e t t o g a i n t h e s p e e d , which o f t e n comes w i t h y e a r s o f e x p e r i e n c e , t h a t t he e mp l o y e r s e x p e c t . Even s o , t h e e mpl oyers a r e very p l e a s e d wi t h b o t h t h e q u a l i t y and q u a n t i t y o f t h e former s t u d e n t s ' work w i t h 87.50% o f them g i v i n g t he s t u d e n t s a s u p e r i o r r a t i n g (a r a t i n g o f 8, 9 o r 10 on t h e s c a l e ) . When t he s t u d e n t s ’ p e r f o r ma n c e i s matched a g a i n s t t h a t o f empl oyees with no formal t r a i n i n g and t h e same number o f y e a r s o f e x p e r i e n c e , an average o f 73.65% of t h e e mpl oye r s r a t e d t h e s t u d e n t s ' p e r f or manc e superior. When t he f or mer s t u d e n t s ' p e r f o r ma n c e i s compared t o o t h e r empl oy­ ees wi t h no formal t r a i n i n g and two y e a r s more e x p e r i e n c e i n t h e 72 i n d u s t r y t han t h e s t u d e n t , an a v e r a g e o f 69.05% o f t h e empl oyers r a t e d the s t u d e n t s s u p e r i o r . An aver age o f 54.41% o f t h e e mpl oyer s a l s o b e l i e v e d t h a t t h e f o r mer s t u d e n t s ' q u a l i t y and q u a n t i t y o f work perf or med was s u p e r i o r t o t he work performed by t h e o t h e r empl oyees in t h e shop who had no formal t r a i n i n g and who had f o u r y e a r s more e x p e r i e n c e in t h e i n d u s t r y t ha n the s t u d e n t s . The above f a c t s r e i n f o r c e t he c o n c l u s i o n s o f o t h e r s t u d i e s as t o the v al ue o f v o c a t i o n a l t r a i n i n g . The t r a i n e d s t u d e n t s " c a t c h on" f a s t e r and perf or m b e t t e r t han employees who d o n ' t have t h e b e n e f i t of t r a i n i n g . Even f o u r y e a r s o f a d d i t i o n a l e x p e r i e n c e c a n n o t compensate f or the t r a i n i n g p r o v i d e d i n t h e Commercial F l o r i c u l t u r e T e c h n i c i a n Program a t Michigan S t a t e U n i v e r s i t y . All the above compar i s ons a s shown i n Tabl es XX and XXI a r e based only on t h e e mp l o y e r s ' r e s p o n s e s numbered 8-10 on t h e r a t i n g s c a l e . Any number above 5 would have been " a ve r a ge " o r b e t t e r and i f I n c l u d e d , would have gi ven t h e s t u d e n t s an even h i g h e r r a t i n g . F i f t e e n e mp l o y e r s , as shown i n Tabl e XXII, 46.87%, o f t h o s e respondi ng o f f e r e d t h i r t y - o n e s u g g e s t i o n s on how t h e Commercial F l o r i ­ c u l t u r e T e c hni c i a n Program a t Mi chigan S t a t e U n i v e r s i t y mi g h t be improved. The s u g g e s t i o n s b r o k e down i n t o two wide c a t e g o r i e s : b u s i n e s s t o p i c s w i t h e i g h t e e n s u g g e s t i o n s and f l o r a l t o p i c s w i t h t h i r ­ teen s u g g e s t i o n s . The g r e a t e r emphasi s on b u s i n e s s t o p i c s i s l o g i c a l as 60% o f t h e s e e m p l o y e r s ' f o r m e r s t u d e n t employees a r e I n v o l v e d 1n some phase o f s t o r e management. This t o o i s c o n s i s t e n t wi t h t h e t r e n d 73 TABLE XX R a t i n g o f Former S t u d e n t s ' Pe r f or ma nce by Employers Que st i on How does t h e f or mer s t u d e n t i.u m p a i c t u u t n c r cntij.1 1 U JT C C 3 l Compared t o employee ;s w i t h : No formal t r a i n i n g and no i n d u s t r y experience No formal t r a i n i n g and t he same number of ye ars o f expe­ rience in industry No formal t r a i n i n g and two more y e a r s industry experience than s t u d e n t employees No formal t r a i n i n g and f o u r more y e a r s industry experience than s t u d e n t employees Tot al Re sponse s Ra t i ngs 8-10 All Ot her Ra t i ngs N % N % Qual i t y o f Work 24 22 91.67 2 8. 33 Quantity o f Work 24 20 83. 33 4 16.67 Quality o f Work 19 15 78. 95 4 21. 05 Quantity o f Work 19 13 68.42 6 31. 58 Qua 1i ty o f Work 14 10 71. 43 4 28.57 Quant l ty o f Work 15 10 66. 67 5 33.33 Q u a l 1t y o f Work 17 10 5 8. 82 7 41. 18 Quantity o f Work 16 8 50.00 8 50. 00 TABLE XXI Complete Ra t i ng o f Former S t u d e n t s ' Question Superior How d o e s t h e s t u d e n t compare w i t h your o t h e r e m p l oy e e s ? Compared t o e mp l oy e e s w i t h : No formal t r a i n i n g and no i n d u s t r y experience No formal t r a i n i n g and t h e same number of years o f expe­ r ie n c e in indus try No formal t r a i n i n g and two o r more years of industry experience No formal t r a i n i n g and f o u r o r more years of industry experience Per f o rma nc e by Employers To t a l Re s p o n s e s Inferior 10 N 9 8 7 H N 6 N 5 4 'i N 3 N N Qual i t y o f Work 24 14 53.3 5 20.8 3 12.5 1 4.2 1 4.2 Quantity o f Work 24 9 37.5 9 37.5 2 8.4 2 B. 3 2 3.3 Quality o f Work 19 9 47.4 3 15.8 3 15.8 4 21.0 Quantity o f Work „ 6 31.6 3 15.8 4 21.0 5 26.3 1 5.3 Quality o f Work 14 5 35.7 2 1 4. 3 3 21.4 1 7.2 3 21.4 Quantity o f Work 15 4 26.6 1 6.7 5 33.3 3 20.0 1 6.7 1 6.7 Quality o f Work 17 5 2 9 -4 4 23.5 1 5.9 3 17.6 1 5.9 1 5.9 2 11.8 Quanti t y o f Work 16 4 25.0 1 6.3 3 IB.7 3 18.7 1 6.3 2 12.5 2 12.5 2 N 1 ; h 75 TABLE XXII Employers S u g g e s t i o n s on How to Improve t h e Commercial F l o r i c u l t u r e T e c h n i c i a n Program a t Michigan S t a t e U n i v e r s i t y Busi ness Topics Number Employers Responding St r onger emphasis on a c c o u n t i n g 5 More management t r a i n i n g 3 More e xp e r i e nc e d i n s e l l i n g 4 Gr eat er emphasis on p u r c h a s i n g 2 More emphasis on P u b l i c R e l a t i o n s and Customer Psychol ogy 3 More c h a l l e n g e s a r e needed 1 F l o r a l Topics Number Employers Responding More p r a c t i c a l e x p e r i e n c e 3 More r o u t i n e e x p e r i e n c e s 2 Experience in b u d g e t i n g time and i n c r e a s i n g speed 3 More g e n e r a l knowledge of f l o w e r s 1 Gr eat er "growing" e x p e r i e n c e 2 Go back t o 12 months on t he j o b training 2 76 o f l a t e where t h e r e i s more e mpha si s on b u s i n e s s t r a i n i n g t han on f l o r a l d e s i g n in t h e s t a t e and n a t i o n a l c o n v e n t i o n s and 1n t he I n d u s t r y periodicals. The r e t a i l e r s a r e r e a l i z i n g t h a t b u s i n e s s knowledge 1s the roadmap t o s u r v i v a l . The b u s i n e s s t o p i c t h a t was ment i oned most o f t e n was "A S t r o n g e r Emphasis on Bu s i n e s s " f ol l owe d by "More E x p e r i e n c e d i n S e l l i n g , " and "More Management T r a i n i n g . " In s u g g e s t i o n s r e l a t e d t o f l o r a l t o p i c s , t h e two most s u g g e s t e d ways to improve t h e program were a need f o r "More P r a c t i c a l E x p e r i e n c e " and "Budgeti ng Time and I n c r e a s i n g Spe e d. " Increasing floral design speed comes on l y w i t h c o n c e n t r a t e d e f f o r t s and a g r e a t d e a l o f p r a c t i c e . Two e mpl oyers ment i oned r e t u r n i n g t o t h e p r a c t i c e o f a t we l ve month pl acement p e r i o d . S k i l l s and Compet enci es The purpose o f t h i s s e c t i o n o f t h e q u e s t i o n n a i r e was t o meet Ob j e c t i v e s #1-6 and Hy p o t h e s i s #2 which a r e l i s t e d 1n t h e I n t r o d u c t i o n but which f o r e a s e o f r e f e r e n c e a r e l i s t e d below. Objectives: 1. To d e t e r m i n e what s k i l l s were i m p o r t a n t and needed by p e r s i s t e n t f or mer s t u d e n t s t o p e r f o r m t h e i r j o b s s a t i s ­ f a c t o r i l y , as r a t e d by t h e m s e l v e s and by t h e i r empl oyer s . 2. To d e t e r m i n e where t h e above s k i l l s were l e a r n e d as r e c a l l e d by t he s t u d e n t . 3. To d e t e r m i n e t h e r e l a t i v e i mp o r t a n c e o f t h e s k i l l s as r a t e d by bot h t he f or mer s t u d e n t and h i s empl oyer . 77 4. To d e t e r m i n e t he a b i l i t y o f p e r s i s t e n t f or mer s t u d e n t s to perform th e s k i l l s 5. l i s t e d as r a t e d by t h e i r e m p l o y e r s . To d e t e r m i n e t h e s k i l l s o r t r a i n i n g t h e g r a d u a t e s f e l t t hey l a c k e d upon c o mp l e t i o n o f t h e program. 6. To d e t e r m i n e wh e t h e r o r n o t t h e i n s t r u c t i o n a l o b j e c t i v e s o f t he f l o r a l d e s i g n c o u r s e s were met. Hypot hesi s: 2. Former s t u d e n t s w i l l weigh t he i mp o r t a n c e o f s k i l l s needed f o r t h e i r p r e s e n t j o b s i g n i f i c a n t l y d i f f e r e n t from t h e i r empl oyers e v a l u a t i o n o f t h e i mpor t anc e o f t h e s k i l l s . O b j e c t i v e s 1, 3, 4 and H y p o t h e s i s 2 were answered by comparing t he employers and t h e f or m e r s t u d e n t s * q u e s t i o n n a i r e r e s p o n s e s . Objectives 2, 5 and 6 were answered by t he q u e s t i o n n a i r e s e n t t o 59 p e r s i s t e n t former s t u d e n t s . This s e c t i o n o f t h e q u e s t i o n n a i r e was b a s i c a l l y a l i s t i n g o f t h e same 49 s k i l l s as found i n e m p l o y e r s ' q u e s t i o n n a i r e . The d i f f e r e n c e was t h a t t he s t u d e n t had t o d i f f e r e n t i a t e t h e p l a c e he l e a r n e d most a b o u t t he s k i l l . He c o u l d mark a 1, 2, 3 o r 4 i n t h e s q u a r e i n d i c a t i n g : 1. No t r a i n i n g , 2. T r a i n i n g o u t s i d e M.S.U., 3. Ag. Tech. C o u r s e s , 4. Pl acement T r a i n i n g . Twenty-one o f t h e l i s t e d s k i l l s r e l a t e d t o f l o r a l d e s i g n and 28 r e l a t e d to f l o we r shop management. Many o f t h e s k i l l s l i s t e d i n t h e management a r e a a r e a l s o t a u g h t i n some o f t h e o t h e r c o u r s e s In t h e program. 78 Ob j e c t i v e 5 i s c over ed by t h e open-ended q u e s t i o n a t t he end o f t h i s pa r t o f t h e q u e s t i o n n a i r e . Ob j e c t i v e 6, t he o b j e c t i v e s o f t he f l o r a l d e s i gn c l a s s e s * ar e covered in t h e s k i l l l i s t i n g s , q u e s t i o n s 1-21. The d a t a on Table XXIII i s a c o m p i l a t i o n o f p e r s i s t e n t former s t u d e n t r e s p o n s e s to t he f l o r a l d e s i g n r e l a t e d s k i l l s and Table XXIV i s the s t u d e n t s ' r anki ng o f i mport ance o f t h e s e same s k i l l s . When looking a t t h e s e res pons e s i t i s w e l l to remember t h a t each s t u d e n t had t o make a v a l ue judgment e ver y time he answered a q u e s t i o n and e ver yone' s v a l u e system i s d i f f e r e n t . The f o l l o w i n g s k i l l s o r a b i l i t i e s a r e r a t e d as be i n g C r i t i c a l l y Important in Tabl e XXIII by p e r s i s t e n t former s t u d e n t s . They are ranked most t o l e a s t i m p o r t a n t : 9. A b i l i t y to i n t e r p r e t t h e cust omers wi s he s d e s i g n - w i s e . 6. A b i l i t y to d e s i g n a t a good speed. 13. 3. 10. A b i l i t y to p r i c e permanent and d r i e d a r r a ngeme nt s p r o f i t a b l y . A b i l i t y to d e s i gn f u n e r a l a r r a n g e m e n t s . A b i l i t y to r e c o g n i z e the i mport ance o f s e l l i n g what y o u ' r e "heavy o n . " Table XXIV l i s t s t he f i v e most i mp o r t a n t s k i l l s : 12. 9. 13. 6. 11. A b i l i t y to p r i c e f r e s h a r r a ngeme nt s p r o f i t a b l y . A b i l i t y to i n t e r p r e t t h e c u s t o m e r ' s wi shes d e s i g n wi s e . A b i l i t y to p r i c e permanent and d r i e d a r r a ngeme nt s p r o f i t a b l y . A b i l i t y to d e s i g n a t a good speed. A b i l i t y to r e c o g n i z e and us e good c o l o r c o m b i n a t i o n s . 79 TABLE X X I II Response Omitted .. Critically Important Slightly Important Not Required Abilities Considerably ■ Important Importance o f A b i l i t i e s Related to F lo r a l Design as Rated by P e r s is t e n t Former Students Mean Value N % N % N % N % N % 1 3 5.6 13 24.1 20 37.0 17 31. 2 1 1.9 2. 96 2 2 3.7 4 7.4 19 35.2 28 51. 1 1.9 3.38 3 3 5.6 5 9. 3 14 26.0 31 57.4 1 1.9 3.38 4 2 3.7 9 16. 7 18 33.3 24 44. 4 1 1.9 2. 93 5 3 5.6 11 20.4 22 40. 7 17 31.5 1 1.9 3.00 6 2 3.7 4 7.4 15 27.8 32 59.3 1 1.9 3.45 7 2 3.7 6 11.1 18 33.3 27 50. 0 1 1.9 3.32 8 3 5.6 10 18. 5 25 46.3 15 27. 8 1 1.9 2.98 9 2 3.7 3 5.6 16 29.6 32 59.3 1 1.9 3. 47 10 3 5.6 5 9.3 14 26.0 31 57.4 1 1.9 3. 24 11 0 0.0 3 5.6 23 42.6 27 50. 0 1 1.9 3.45 12 4 7.4 0 0.0 14 26.0 29 53.7 1 1.9 3.51 13 3 5.6 2 3. 7 16 29.6 32 59.3 1 1.9 3.46 14 3 5.6 4 7.4 16 29.6 30 55.6 1 1.9 3.38 15 6 11.1 14 26.0 16 29.6 17 31.5 1 1.9 2. 64 16 1 1.9 17 31.5 24 44.4 11 20. 4 1 1.9 2.28 17 3 5.6 9 16.7 23 42.6 18 33, 3 1 1.9 2. 75 18 4 7.4 6 11.1 19 35.2 24 4 4. 4 1 1.9 3.19 19 3 5.6 2 3.7 27 50.0 21 38.9 1 1.9 3.25 20 3 5.6 10 18. 5 28 51.9 12 22. 2 1 1.9 2. 93 21 2 3.7 6 11.1 25 46.3 20 37.0 1 1.9 3.19 80 TABLE X X I V The Ranking o f Importance o f F lo r a l Design A b i l i t i e s as Rated by P e r s is t e n t Former Students A b i l i t i e s Listed 12. 9. 13. 6. 11. 2. 3. 14. 7. 19. 10. 18. 21. 5. 8. 1. 4. 20. 17. 15. 16. Abi i t y t o p r i c e f r e s h a r r a nge me nt s p r o f i t a b l y . Abi i t y t o i n t e r p r e t t h e c u s t o m e r ' s wi shes design-wise Abi i t y t o p r i c e permanent and d r i e d a r r a n g e ­ ments p r o f i t a b l y . Abi i t y t o d e s i g n a t good speed. Abi i t y t o r e c o g n i z e and use good c o l o r com­ binations. Abi i t y t o d e s i g n home and h o s p i t a l a r r a n g e ­ ments. Abi i t y t o d e s i g n f u n e r a l a r r a n g e m e n t s . Abi i t y t o p r a c t i c e and a p p r e c i a t e t h e b u s i n e s s a s p e c t of d e s i g n , t h a t i s , d e s i g n p r o f i t a b l y . Abi 1ty t o d e s i g n wi t h "a f l a i r " ( d e s i g n c r e a t i v e ­ ly). Abi i t y t o handle and c a r e f o r blooming and foliage plants. Abi i t y t o r e c o g n i z e t h e Import ance of s e l l i n g what y o u ' r e "heavy o n . " Abi i t y to handl e and c a r e f o r c u t f l o w e r s and foliages. Abi i t y t o r e c o g n i z e and use most a v a i l a b l e s u p p l i e s and m a t e r i a l s . Abi i t y t o d e s i g n n o v e l t y a r r a n g e m e n t s . Abi 1ty t o d e s i g n wi t h permanent and d r i e d materials. Abi i t y t o d e s i g n c o r s a g e s . Abi i t y t o d e s i g n wedding work. Abi I t y t o r e c o g n i z e and use foams, f i l l e r s and preservatives. Abi i t y t o r e c o g n i z e and us e c o mme r c i a l l y grown f l o w e r s , p l a n t s and f o l i a g e s . Abi 1ty to p l a n and e s t i m a t e t h e l a b o r and material costs of larg e p a r t i e s . Abi i t y t o a d v i s e c u s t o me r s on h o r t i c u l t u r a l probl ems. Student Ra t i ng Mean Val ue 3.51 3. 47 3. 46 3.45 3. 45 3. 38 3.38 3. 38 3. 32 3.25 3.24 3.19 3.19 3.00 2. 98 2. 96 2.93 2. 93 2. 75 2. 64 2.28 81 Comparing t he two l i s t i n g s on Ta b l e XXIV wi t h i t s o v e r l a p of t h r e e a b i l i t i e s i n d i c a t e s a p o s i t i v e c o r r e l a t i o n between t he views of p e r ­ s i s t e n t former s t u d e n t s and a l l f or mer s t u d e n t s on which s k i l l s a r e most i mp o r t a n t . The l e a s t i mp o r t a n t s k i l l as r e p o r t e d by bot h p e r s i s t e n t former s t u d e n t s and by a l l s t u d e n t s was s k i l l number 15; A b i l i t y t o plan and e s t i m a t e the l a b o r and m a t e r i a l c o s t s o f l a r g e p a r t i e s . In most shops the "boss" ha ndl e s t h i s t y p e o f work. In Table XXV, empl oyers r a t e t h e i mpor t anc e o f t he same a b i l i t i e s . For comparison p u r p o s e s , t h e i r t op s i x 'C r i t i c a l l y Important' s k i l l s were: 12. Abi l i t y t o p r i c e f r e s h a r r a nge me nt s p r o f i t a b l y . 14. A b i l i t y to p r a c t i c e and a p p r e c i a t e t h e b u s i n e s s a s p e c t s of design. 3. Abi l i t y to d e s i gn f u n e r a l a r r a n g e m e n t s . 9. Abi l i t y t o i n t e r p r e t the c u s t o m e r ' s wi s he s d e s i g n wi s e . 11. Abi l i t y t o r e c o g n i z e and u s e good c o l o r c o m b i n a t i o n s . 13. Abi l i t y t o p r i c e permanent and d r i e d a r r a n g e me n t s p r o f i t a b l y . The only a d d i t i o n t o t h e two o t h e r r anki ngs on page 82 was s k i l l number 14, an obvi ous one f o r an e mpl oyer t o l i s t as b e i n g o f c r i t i c a l i mportance. The s k i l l he named as b e i n g l e a s t i m p o r t a n t ( n o t r e q u i r e d ) was 18; A b i l i t y t o handl e and c a r e f o r c u t f l o w e r s and f o l i a g e s . The employers di d rank s k i l l #15 low i n i mpor t anc e however, whi ch a g r e e s with t h e s t u d e n t s ' r e s p o n s e s . The second group o f s k i l l s r e l a t e d t o t h o s e used i n t h e management of a r e t a i l f l o we r shop and j udged ' C r i t i c a l l y I m p o r t a n t ' by p e r s i s t e n t former s t u d e n t s . The most i mp o r t a n t s k i l l s l i s t e d a r e : 82 TABLE XXV N % N % N 1 3 9. 4 4 12.5 13 2 2 6.3 2 6.3 3 3 9.4 3 4 2 6.3 5 2 6 Response Omitted Critically | Important Mean Value i Slightly Important Not Required 1 Abi 1 i t i e s Considerably Important Importance of A b i l i t i e s Re l a t e d t o F l o r a l Design as Rated by Employers N % N % 40.6 9 28.1 3 9. 4 2.97 9 28.1 16 50.0 3 9. 4 3.34 9. 4 5 15.6 18 56. 3 3 9.4 3.31 5 15.6 13 40.6 9 28.1 3 9.4 3.00 6.3 3 9. 4 11 34.4 13 40. 6 3 9.4 3.21 2 6.3 - — 12 37.5 15 46.9 3 9. 4 3.38 7 3 9. 4 2 6. 3 15 46.9 9 28.1 3 9.4 3. 03 8 3 9. 4 5 15.6 14 43.8 7 21.9 3 9. 4 2.86 9 1 3.1 1 3.1 10 31.3 17 53.1 3 9.4 3.43 10 2 6.3 1 3.1 12 37.5 15 46.9 2 6.3 3.33 11 1 - 11 34.4 17 53.1 3 9.4 3. 52 12 2 6.2 - 6 18.8 22 68.8 2 6.3 3. 60 13 3 9. 4 1 3.1 9 28.1 17 53.1 2 6.3 3. 20 14 1 3.1 1 3.1 6 18.8 22 68.8 2 6.3 3.63 15 4 12. 5 3 9.4 9 28.1 14 43.8 2 6.3 3. 10 16 4 12. 5 5 15.6 13 40.6 7 21 .9 3 9.4 2. 79 17 4 12. 5 2 6. 3 14 43.8 9 28.1 3 9.4 2.97 18 5 15. 6 - — 11 34.4 13 40.6 3 9.4 3. 10 19 4 12. 5 2 6. 3 11 34.4 12 37.5 3 9.4 3.07 20 4 12. 5 1 3.1 15 46. 9 9 28.1 3 9.4 3. 00 21 1 3.1 - — 14 43.8 14 43.8 3 9.4 3.41 O' / 6.3 18 8 9.4 9 4 3.1 6.3 A b i l i t y t o communicate in w r i t i n g . 9.4 >% or over and employer percent ages 20% or over. 94 TABLE X X X I I I Comparison o f A b i l i t i e s Rated "C o n sid e ra b ly Im p o rta n t" by P e r s is t e n t Former Students o:’ d by Employers Percent Abi 1i t i e s 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 Student Persisters 37.0 35. 2 26. 0 33,3 40.7 27. 8 33.3 46.3 29.6 26. 0 42. 6 26. 0 29. 6 29. 6 29.6 44.4 42. 6 35. 2 50. 0 51. 9 46,3 Percent Ab i 1i t i e s Employers 40,6 28.1 15.6 40.6 34.4 37.5 46.9 43.8 31.3 37.5 34. 4 18. 8 28.1 18.8 28.1 4 0. 6 45.8 34. 4 34. 4 46.9 43.8 n 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 St u d e n t Persisters 22.2 40, 7 22 2 33. 3 30.0 37,0 20.4 29. 6 27.8 38. 9 26. 0 31. 0 33.3 31. 5 26. 0 35. 2 38. 9 33.3 24 1 29 6 44. 4 42. 6 42 6 24.1 33.3 31.5 40.7 31. 5 Employers 25. 0 31. 3 12.5 18.8 28.1 28.1 18. 8 3 4. 4 25. 0 43.8 21 .9 40.6 34.4 40. 6 34. 4 4 0. 6 4 0. 6 21. 9 25.0 3 4. 4 50.0 40.6 37.5 37.5 43.8 37.5 43.8 40.6 95 TABLE XXXIV Comparison o f A b i l i t i e s Rated "C o n sid e ra b ly Im p o rta n t" or " C r i t i c a l l y Im p o rta n t" by P ers>Jtent Former Students and Employers Pe r c e n t Abi 1 i t i e s 1 2 3 4 5 6* 7 8 9* 10 11* 12 13* 14* 15 16 17 18 19 20 21* Student Persisters 68. 2 87.1 83. 4 77. 7 72. 2 87.1 83. 3 74.1 88.9 8 3. 4 92. 6 79. 7 88.9 8 5. 2 61.1 64.8 65.9 79.6 88.9 74.1 83. 3 Percent Abi 1i t i e s Employers 68.7 78.1 71 .9 68.7 75. 0 84. 4 75. 0 65.7 84. 4 84. 4 87.5 87.6 81.2 87.6 71 .9 62.5 71 9 75.0 71 .9 75.0 87.6 23 24 25 26 27 28 29* 30 31 32* 33 34 35 36 37 38 39 40 41 42* 43 44 45 46 47* 48 49* 50 Student Pe r s i s t e r s 74.1 77.7 70. 3 75.9 56. 0 70. 3 94. 5 90.7 96.3 94. 5 63.0 79.6 77.7 72. 2 73. 0 72. 2 77. 8 85.2 66. 7 94.4 83.3 70. 4 85.2 74.1 90.7 96.3 85.1 83. 4 Employers 62. 5 62. 6 59.4 56.3 43. 7 62. 5 81. 3 75.0 78.1 85.1 50. 0 78.1 62. 5 75.0 68.8 71.9 65.6 71. 9 81. 3 84.4 78.1 65.6 75.0 75.0 81. 3 78.1 84. 4 71.9 ♦St udent r a t i n g s o f 85% or more wi t h employer r a t i n g s of 80% o r more. 96 2 9. A b i l i t y to s u c c e s s f u l l y meet and deal w i t h t h e p u b l i c . 32. A b i l i t y t o be i n n o v a t i v e ( i d e a p e r s o n ) . 42. A B i H t y to communicate wel l v e r b a l l y 47. A b i l i t y to m a i n t a i n a p o s i t i v e r e l a t i o n s h i p between and empl oyee. 49. A b i l i t y t o m a i n t a i n wor ke r I n t e r e s t and e n t h u s i a s m . In t h i s compa r i s on t h e r e i s d i s a g r e e m e n t a l s o e mp l o y e r There a r e f i v e s k i l l s i n t he a r b i t r a r y s t u d e n t 85% c a t e g o r y which a r e not s i m i l a r l y l i s t e d by the e m p l o y e r s ; t h e r e a r e t h r e e s k i l l s l i s t e d by t h e e mpl o y e r s t h a t a r e not 85% r anke d by t h e s t u d e n t group Tabl e XXXV was d e s i g n e d t o l o c a t e t h e r e q u i r e d s k i l l s f o r whi ch t h e p e r s i s t e n t f o r m e r s t u d e n t s f e l t t hey r e c e i v e d no t r a i n i n g . In t he p r e v i o u s s e n t e n c e and i n t h e t a b l e , the s t u d e n t s view as e i t h e r ' r e q u i r e d ' means t h e s k i l l s 'Considerably or C r i t i c a l l y Important.' Twenty- t h r e e o f t he 49 l i s t e d s k i l l s , 46%, a r e so c l a s s i f i e d by 80% o r more o f t he s t u d e n t s . either E i g h t y - f o u r p e r c e n t o f t h e s k i l l s a r e l i s t e d as b e i n g ' C o n s i d e r a b l y o r C r i t i c a l l y I m p o r t a n t ' by 70% o r more o f t h e students. This means t h a t t h e s t u d e n t s a r e a t l e a s t exposed t o t h e s u b j e c t s t hey r a t e as b e i n g t h e most i m p o r t a n t . The l i s t below i s a r a n k i n g o f t h e r e s p o n s e s o f former s t u d e n t s who f e l t they r e c e i v e d no t r a i n i n g in t h e ' C o n s i d e r a b l y o r C r i t i c a l l y I mpor t ant * s k i l l s l i s t e d below: 42. 20.4% A b i l i t y t o communicate w e l l v e r b a l l y . 45. 20.4% A b i l i t y to w r i t e l e g i b l y . 49. 16.7% A b i l i t y t o m a i n t a i n w o r k e r i n t e r e s t and e n t h u s i a s m . 50. 16.7% A b i l i t y t o m o t i v a t e and s t i m u l a t e e mpl oyees. 97 TABLE XXXV A b i l i t i e s Reported by P e r s i s t e n t Former S t u d e n t s a s Being " C o n s i d e r a b l y " o r " C r i t i c a l l y I m p o r t a n t " f o r Which They Received No T r a i n i n g Ab11i t i e s 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 Perceived A b i l i t y as Required # % 37 47 45 42 39 47 45 40 48 45 50 43 48 46 33 35 41 43 48 40 45 68. 2 87.1 83.4 77.7 72.2 87.1 83.3 74.1 88. 9 83. 4 92.6 79.7 88. 9 85. 2 61.1 64. 8 75. 9 79. 6 88. 9 74.1 83.3 Received No Training # % - - - - - 4 i - - - 2 4 5 3 6 3 6 2 2 6 5 2 1 1 1 A b i 1i t i e s 3,7 7 4 9.3 5.6 11.1 5. 6 11.1 3. 7 3.7 11.1 9. 3 3.7 1.9 1.9 1.9 ------ 7.4 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 Pe r c e i v e d Abi 1 i t y as Required Received No Tr ai ni ng # % # % 40 42 38 41 30 38 51 49 52 51 34 43 42 39 34 39 42 46 36 51 45 38 46 40 49 52 46 45 74.1 77.7 70.3 75.9 56. 0 70.3 94.5 90.7 96.3 94. 5 63.0 79.6 77.7 72.2 73. 0 72.2 77. 8 85. 2 66.7 94. 4 83.3 70.4 85.2 74.1 90.7 96.3 85.1 83. 4 5 9 3 3 3 1 6 5 6 8 3 4 2 4 2 1 4 4 5 11 4 4 11 6 3 7 9 9 9.3 16.7 5. 6 5. 6 5. 6 1.9 11.1 9. 3 11.1 14. 8 5.6 7.4 3. 7 7.4 3. 7 1.9 7.4 7.4 9.3 20. 4 7. 4 7. 4 20.4 11.1 5. 6 13.0 16.7 16.7 98 24 16.7% A b i l i t y t o p u r c h a s e n o n - p e r i s h a b l e me r c h a n d i s e . 32. 14.8% A b i l i t y t o be i n n o v a t i v e ( i d e a p e r s o n ) . The n o n - h o r t i c u l t u r e c o u r s e s in t he Commercial F l o r i c u l t u r e Tech­ n i c a l Program, which t ea c h s k i l l s #42 and #45, were very h e a v i l y c r i t i c i z e d in t h e program improvement s e c t i o n o f t h e q u e s t i o n n a i r e . According t o the d a t a on Tabl e XXXVI t h e r e are onl y s i x s k i l l s which a r e r a t e d by 55% or more o f t h e p e r s i s t e n t former s t u d e n t s and by 50% of the employers as be i ng o f c r i t i c a l and empl oyers. 3 importance by both s t u d e n t s The s k i l l s a r e l i s t e d below: A b i l i t y to desi gn f u n e r a l arr a ngeme nt s 13. A b i l i t y to p r i c e permanent and d r i e d a r r a n g e m e n t s . 14. A b i l i t y to p r a c t i c e and a p p r e c i a t e t he b u s i n e s s a s p e c t s of d e s i g n , t h a t i s , de s i g n p r o f i t a b l y 29 A b i l i t y to s u c c e s s f u l l y meet and de a l with t he p u b l i c . 31. A b i l i t y t o plan and t h i n k ahead. 42 A b i l i t y t o communicate we l l v e r b a l l y Table XXXVII is a c o m p i l a t i o n of d a t a t a ke n from t h e employers' questionnaire The mean o f a l l the employer r a t i n g s o f a l l the s k i l l s i s 3 19 o r t h e s t u d e n t s do s l i g h t l y b e t t e r t han s a t i s f a c t o r y 1n the pe rf or mance of t h e i r jobs Ge n e r a l l y t he empl oyers a r e v e r y pl eased wi t h t h e i r f o r me r s t u d e n t h e l p , some o f which have been wor ki ng a t t h e same shop f o r as much as s i x y e a r s Only an a ver age o f 3.3% o f the employers r a t e d t h e i r s t u d e n t s as needi ng improvement b u t an average o f 10.3% o f t h e employers r a t e d t h e i r s t u d e n t s as having ' O u t s t a n d i n g Abili t y .' 99 TABLE XXXVI Comparison o f A b i l i t i e s Rated " C r i t i c a l l y Im p o r ta n t" by P e r s is t e n t Former S tudents Qnd by Employers Percent Ab i 1i t i e s 1 2 3* 4 5 6 7 8 9 10 11 12 13* 14* 15 16 17 18 19 20 21 Percent Abi 1i t i e s Student Persisters Employers 31.2 51.9 57. 4 44.4 31.5 59. 3 50.0 27.8 59.3 57.4 50.0 53. 7 59.3 55.6 31.5 20.4 33.3 44.4 38.9 22.2 37.0 28.1 50.0 56.3 28.1 40.6 46.9 28.1 2T.9 53.1 46.9 53.1 68.8 53.1 68.8 43.8 21.9 28,1 40.6 37.5 28.1 43.8 23 24 25 26 27 28 29* 30 31* 32 33 34 35 36 37 38 39 40 41 42* 43 44 45 46 47 48 49 50 Student Persisters 51.9 37. 0 48.1 42. 6 26. 0 33.3 74.1 61.1 68. 5 58.6 37. 0 42. 6 44.4 40.7 37. 0 37. 0 38. 9 51.9 42.6 64.8 38. 9 27.8 48.1 50.0 57.4 64. 8 44. 4 51.9 Employers 37.5 31. 3 46.9 37.5 15.6 34.4 62.5 40.6 53.1 31.3 28.1 37.5 28.1 34.4 34.4 31. 3 25.0 50.0 56. 3 50.0 28.1 25.Q 37.5 37.5 37.5 40.6 40.6 31.3 * St u d e n t r a t i n g s of 55% o r more p l u s e mpl oyer r a t i n g s o f 50% o r more. 100 TABLE XXXVII Outstanding Abi1i ty % N % N % 1 1 1 1 1 1 2 2 1 1 1 1 1 1 2 2 2 2 1 2 1 3.1 3.1 3.1 3.1 3.1 3.1 6.3 6. 3 3.1 3.1 3.1 3.1 3.1 3.1 6.3 6.3 6.3 6. 3 3.1 6.3 3.1 1 1 2 2 1 9 2 3 2 3 2 2 2 2 3 3 3 2 1 3.1 3.1 6. 3 6.3 3.1 28.1 6.3 9. 4 6.3 9.4 6.3 6.3 6.3 6. 3 9. 4 9. 4 9. 4 6. 3 3.1 12 8 12 13 10 8 10 8 10 13 10 10 9 11 10 9 10 9 11 12 11 37.5 25.0 37.5 40.6 31 .3 25.0 31.3 25.0 31 .3 40.6 31.3 31 .3 28.1 34.4 31.3 28.1 31.3 28.1 34.4 37.5 34.4 13 17 12 11 15 9 13 14 14 10 14 14 14 13 11 10 10 12 12 11 11 40.6 53. 1 37.5 34.4 46.9 28. 1 40.6 43.8 43.8 31.3 43.8 43.8 43.8 40.6 34.4 31.3 31.3 37.5 37.5 34.4 34.4 3. 37 3. 5 2 3.30 3.26 3. 44 2. 93 3. 26 3.26 3. 37 3.19 3. 37 3. 37 3. 38 3. 33 3. 15 3. 13 3.12 3.24 3.36 3.28 3.28 - 2 6. 3 (4 ) N (3 ) % Perceived as Requi red 22 25 23 22 24 27 24 21 27 27 28 28 26 28 23 20 23 24 23 24 28 Needs Improvement (2) N Mean Ratings of A b i l i t y 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 Little or No A b i l i t y (1) Abi 1i t i e s Satisfactory A b i l i t y t o Perform S elected Competencies as E valuated by Employers 101 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 20 20 19 18 14 20 26 24 25 24 16 25 20 24 22 23 21 23 26 27 25 21 24 24 26 25 27 23 % 1 1 1 1 3 3. 1 3.1 3.1 3.1 9. 4 - — - — - — 1 1 1 2 3.1 3.1 3.1 6.3 - . . . - ------- - ------- 1 3.1 - ------- - ------- - ------- * - - - - ------- - ------- - . . . - . . . - . . . - ------- 1 3.1 Outstanding Ability (4) N % N % N % 2 4 2 1 5 5 3 4 2 2 6 9 6 8 5 1 2 3 1 2 7 7 11 4 2 2 4 4 6. 3 12.5 6.3 3.1 15.6 15.6 9. 4 12. 5 6.3 6. 3 18.8 28.1 18.8 25.0 15.6 3.1 6.3 9. 4 3.1 6. 3 21. 9 21. 9 34. 4 12. 5 6. 3 6. 3 12.5 12.5 10 9 8 12 7 3 8 6 12 12 7 8 10 11 11 12 11 10 11 16 11 9 6 11 12 7 10 12 31.3 28.1 25.0 37.5 21.9 9.4 25.0 18.8 37. 5 37.5 21.9 25.0 31.3 34.4 34.4 37.5 34.4 31.3 34.4 50.0 34.4 28.1 18.8 34.4 37.5 21.9 31.3 37.5 10 8 11 7 5 11 12 12 9 8 5 4 4 4 6 9 8 11 12 6 6 7 7 8 10 15 10 6 31. 3 25.0 34. 4 2 1. 9 15.6 34. 4 37. 5 37. 5 28.1 25.0 15.6 12.5 12.5 12.5 18.8 28.1 25.0 34.4 37.5 18.8 18. 8 21.9 21.9 25.0 31. 3 46.9 31. 3 18. 8 Mean Ratings of A b i l i t y N Satisfactory (3) Pe r c e i v e d as Required Needs Improvement (2) Abilities Little or No A b i l i t y ", TABLE XXXVII (Cont i nued) 3.36 3. 09 3 . 32 3.19 2. 89 3.00 3.39 3 . 36 3.30 3.17 2. 84 2. 68 2.73 2.83 3.05 3.36 3.18 3.38 3.46 3.17 2. 96 3.00 2.83 3.17 3.33 3. 54 3. 25 3.00 102 The second o r r i g h t hand response column o f t h e p e r s i s t e n t f or mer s t u d e n t ' s q u e s t i o n n a i r e asks t h e q u e s t i o n 'Where di d you l e a r n t he most about t h i s s k i l l ? ' The r e s p o n d e n t had t h e c hoi c e o f one o f t he f o l l o w ­ ing r es p o n s e s to each l i s t e d s k i l l : 1. No t r a i n i n g , 2. O u t s i d e M. S . U. , 3. Ag. Tech. Cour s e s , 4. Pl a ce me nt T r a i n i n g . The r e p l i e s from t h i s q u e s t i o n were a s v a r i e d and d i v e r s e as e x p e c t e d s i n c e some s t u d e n t s have had f i v e y e a r s more work e x p e r i e n c e t han o t h e r s and some have been o u t in t h e i n d u s t r y e i g h t y e a r s and o t h e r s have been working onl y t h r e e y e a r s . Below i s t he l i s t o f t h e number o f y e a r s t he p e r s i s t e r s have been wor ki ng i n t h e i n d u s t r y . 1965 1 f or mer s t u d e n t 8 years 1966 11 f or mer s t u d e n t s 7 years 1967 11 former s t u d e n t s 6 years 1968 11 f or mer s t u d e n t s 5 years 1969 8 f or mer s t u d e n t s 4 years 1970 12 f o r m e r s t u d e n t s 3 years In t h e e l a p s e d t ime s i n c e l ea v i n g t h e program, as s e v e r a l s t u d e n t s ment i oned, i t would be d i f f i c u l t to r e c a l l e x a c t l y when and where and I f c e r t a i n s k i l l s were l e a r n e d i n o r out o f t h e program o r on pl acement t r a i n i n g o r t hr o u g h t h e work e x p e r i e n c e . One must a l s o r e a l i z e t h a t t h e purpose o f t he Commercial F l o r i c u l t u r e T e c hni c a l Program 1s n o t t o t e a c h ma s t e r y o f a l l t h e needed s k i l l s b u t r a t h e r in t h e b r i e f 18 month 103 p e r i o d t o I n t r o d u c e t h e s t u d e n t s t o a wide range o f s u b j e c t m a t t e r and t each t he b a s i c s k i l l s so as t o p r o v i d e a f o u n d a t i o n upon which he can more e a s i l y and q u i c k l y b u i l d h i s v o c a t i o n a l l i f e . U n f o r t u n a t e l y , many s t u d e n t s and empl oyers f e e l t h a t g r a d u a t e s o f t h e program s houl d be s k i l l e d , f u l l y t r a i n e d f l o r a l e x p e r t s , c a p a b l e o f p e r f o r m i n g any j o b in t he f l o we r shop. As an exampl e , r e t a i l o r i e n t e d s t u d e n t s g r a d u a t e from t h e program w i t h 120 c l a s s hours (80 a c t u a l h o u r s ) o f f l o r a l d e s i g n experience. tions. P a r t o f t h e c l a s s t ime i s de v o t e d t o l e c t u r e s and de mo n s t r a ­ This means t h a t d e s i g n s t u d e n t s have l e s s t h a n two weeks o f e x p e r i e n c e when t h e y l e a v e t h e program. One must u n d e r s t a n d a l l t h e s e f a c t o r s b e f o r e a t t e m p t i n g t o a n a l y z e t h e d a t a in t h e t a b l e s . Of t h e t we nt y- one s k i l l s l i s t e d in Table XXXVIII* 9 s k i l l s were l e a r n e d mai nl y i n t h e c l a s s r o o m s i t u a t i o n , 7 o u t s i d e M. S . U. , 4 i n pl acement t r a i n i n g and one t i e d between pl acement t r a i n i n g and o u t s i d e M S.U. Looking a t i t d i f f e r e n t l y , 42.8% o f t h e s k i l l s were l e a r n e d in the c l a s s r o o m s , 19% t hrough p l a c e me nt t r a i n i n g and 33% o u t s i d e M.S.U. Ou t s i d e M.S.U. means t r a i n i n g o r e x p e r i e n c e r e c e i v e d b e f o r e coming to or a f t e r l e a v i n g M. S. U. , b u t i t d o e s n ' t i n c l u d e p l a c e m e n t t r a i n i n g . To t he c a s u a l o b s e r v e r t he 33% o u t s i d e M.S.U. may seem t o be much too high a p e r c e n t a g e u n t i l one r e a l i z e s t h a t one i s a c t u a l l y comparing ( u s i n g t h e t o t a l group o f 88 p e r s i s t e r s ) 274 y e a r s o f p r a c t i c a l industry e x p e r i e n c e t o 88 y e a r s o f t r a i n 1 n g - - a r a t i o o f 3 : 1 . The s k i l l s t h a t t h e m a j o r i t y o f t h e s t u d e n t s c hec ked as l e a r n i n g in t he c l a s s r o o m s i t u a t i o n a r e l i s t e d in d e s c e n d i n g o r d e r : 17. A b i l i t y t o r e c o g n i z e and use commer ci al l y grown f l o w e r s , p l a n t s and f o l i a g e s . 104 TABLE XXXVIII Where P e r s i s t e n t Former S t u d e n t s Learned the Most About S k i l l s in t he F l o r a l Design Area Abi 1 i t i e s Perceived Ability as Required N Learned Outside M.S.U. No Training N % Ag. Tech. Cl assroom Instruc­ tion Learned in Pl acement Training N % N % N % 1 37 _ —_ 20 37.0 13 24.1 30 37.0 2 47 - - - 14 25.9 16 29.6 23 42.6 3 45 - _ _ 17 31.5 13 24.1 23 42.6 4 42 - 16 29. 6 16 29.6 21 38.9 5 39 2 3.7 22 40. 7 12 22.2 15 27.8 6 47 4 7.4 21 38.9 4 7.4 24 44 . 4 7 45 5 9. 3 21 38.9 12 22.2 14 25.9 8 40 3 5.6 23 42.6 10 18.5 17 31.5 9 48 6 11.1 22 40.7 5 9.3 19 35.2 10 45 3 5.6 24 44.4 10 18.5 16 29. 6 11 50 6 11.1 14 25.9 24 44.4 9 16.7 12 43 2 3.7 7 13.0 38 51.9 16 29. 6 13 48 2 3. 7 18 33. 3 16 29.6 17 31.5 14 46 6 11.1 11 24.0 19 35.2 16 29 . 6 15 33 5 9.3 18 33. 3 12 22.2 17 31.5 16 35 2 3. 7 10 18.5 36 66.6 5 9. 3 17 41 1 1. 9 8 14.8 37 68.5 7 13 . 0 18 43 1 1.9 8 14.8 36 66.6 8 14. 8 19 48 1 1. 9 10 18. 5 30 55.6 12 22. 2 20 40 - — 12 22.2 34 33.0 7 13. 0 21 45 4 7.4 16 29.6 18 33.3 15 27.8 105 16. A b i l i t y t o a d v i s e cust omers on h o r t i c u l t u r e probl ems. 18. A b i l i t y t o handle and c a r e f o r c u t f l o w e r s and f o l i a g e s . 19. A b i l i t y t o handle and c a r e f o r blooming and f o l i a g e p l a n t s . 12. A b i l i t y t o p r i c e f r e s h arr a ngeme nt s p r o f i t a b l y . 11. A b i l i t y to r e c o g n i z e and use good c o l o r combi nat i ons. 14. A b i l i t y to p r a c t i c e and a p p r e c i a t e t h e b u s i n e s s a s p e c t s o f d e s i g n , t h a t 1 s , d e s i gn p r o f i t a b l y . 20. A b i l i t y to r e c o g n i z e and use foams, f i l l e r s and p r e s e r v a t i v e s . 21. A b i l i t y to r e c o g n i z e and use most a v a i l a b l e s u p p l i e s and m aterials. The above s k i l l s a r e b a s i c f o u n d a t i o n s k i l l s and some o f t he o b j e c t i v e s o f t he f l o r a l d e s i gn c l a s s e s . The s k i l l s t h e m a j o r i t y o f t h e s t u d e n t s r e p o r t as having l e a r n e d t h e most a b o u t t hrough pl acement t r a i n i n g a r e as f ol l ows : 2. A b i l i t y t o desi gn home and h o s p i t a l a r r a n g e m e n t s . 3. A b i l i t y t o de s i gn f u n e r a l a r r a n g e m e n t s . 1. A b i l i t y t o de s i gn c o r s a g e s . 4. A b i l i t y t o de s i g n wedding work. The s k i l l s l i s t e d a r e a l l s t r i c t l y f l o r a l de s i g n s k i l l s . The f or mer s t u d e n t s s p e n t between a p p r o x i m a t e l y e i t h e r 960 hours or 1, 920 hours on p l a c e me n t t r a i n i n g dependi ng on w h e t h e r t hey had 6 months o r one y e a r o f i t . They s p e n t 80 hour s 1n t he f l o r a l desi gn l a b o r a t o r y . Consequentl y i t i s l o g i c a l t h a t t h e y s houl d l e a r n more, d e s i g n - w i s e , i n pl acement t r a i n i n g t han t hr ough t h e i r formal c l a s s e s . The s k i l l s t he m a j o r i t y o f t h e p e r s i s t e n t former s t u d e n t s r e p o r t as l e a r n i n g most a b o u t ' O u t s i d e M. S. U. ' a r e l i s t e d below and a r e r an k e d i n de scendi ng o r d e r : 106 10. A b i l i t y t o r ec ogni ze t h e Importance o f s e l l i n g what y o u ' r e "heavy on." 8. A b i l i t y t o desi gn w i t h permanen* and d r i e d m a t e r i a l s . 9. A b i l i t y t o i n t e r p r e t t h e c u s t o m e r ' s wi s he s d e s i g n - wi s e . 5. A b i l i t y t o desi gn n o v e l t y a r r a n g e me n t s . 7. A b i l i t y t o desi gn wi t h "a f l a i r " ( d e s i g n c r e a t i v i t y ) . 15. A b i l i t y t o pl an and e s t i m a t e t he l a b o r and m a t e r i a l c o s t s of la r ge p a r t i e s . 13. A b i l i t y t o p r i c e permanent and d r i e d a r r a ngeme nt s p r o f i t a b l y . S k i l l s 10, 9 and 15 a r e de v e l o p e d only wi t h p r a c t i c e . Number 10 can be r ec ogni ze d as being i m p o r t a n t in c l a s s b u t t h e shop " b o s s " w i l l i mp r e s s upon h i s employees t he n e c e s s i t y o f s e l l i n g what h e ' s "heavy" on. The a b i l i t y t o i n t e r p r e t t h e c u s t o m e r ' s wi s he s d e s i g n - w i s e , can o n l y be devel oped wi t h y e a r s o f e x p e r i e n c e . c a n n o t be t a u g h t as such. De si gni ng c r e a t i v e l y a l s o Some d e s i g n e r s w i l l n e v e r be ' c r e a t i v e * o r ' a r t i s t i c ' and be a b l e to d e s i gn w i t h a f l a i r . A n a t u r a l t a l e n t can be d e v e l o p e d i f i t e x i s t s t hrough p r a c t i c a l e x p e r i e n c e a n d / o r I n d i v i d u a l training. The s y s t e m used to p r i c e f l o r a l a r r a n g e m e n t s a n d / o r l a r g e p a r t i e s i s uni que t o each shop and i s handled a c c o r d i n g to t he s y s t e m d e v i s e d by management. These s k i l l s too a r e l e a r n e d t hrough p r a c t i c a l experience. Of the 28 f l o w e r shop management r e l a t e d s k i l l s , t h e m a j o r i t y o f t h e s t u d e n t s s a i d 14 s k i l l s were l e a r n e d ' O u t s i d e M . S . U . ' ; 10 w e r e l e a r n e d in the program c o u r s e s , and 4 were l e a r n e d on pl acement t r a i n i n g . The s k i l l s l e a r n e d ' O u t s i d e M. S. U. ' a r e ranked below from h i g h e s t t o l o w e s t p e r c e n t o f respondi ng s t u d e n t s . 107 TABLE XXXIX Where P e r s i s t e n t Former S t u d e n t s Learned t h e Most About A b i l i t i e s i n t h e Flower Shop Management Area Abilities P e r c e i ve d Ability as Required N 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 40 42 38 41 30 38 51 49 52 51 34 43 42 39 34 39 42 46 36 51 45 38 46 40 49 52 46 45 Ag. Tech. Classroom Instruc­ tion Learned 1n Pl acement Training No Training Learned Out si de M.S.U. N % N % N % N % 5 9 3 3 3 1 6 5 6 8 3 4 2 4 2 1 4 4 5 11 4 4 11 6 3 7 9 9 9.3 16.7 5.6 5.6 5.6 1.9 11.1 9.3 11.1 14.8 5.6 7.4 3.7 7.4 3.7 1.9 7.4 7.4 9.3 20.4 7.4 7.4 20. 4 11.1 5.6 13.0 16. 7 16. 7 22 22 15 20 11 8 18 18 21 21 13 16 15 16 17 15 15 15 16 22 33 30 30 23 26 23 24 23 40. 7 40.7 27. 8 37.0 20. 4 14.8 33.3 33.3 38.9 38.9 24.1 29. 6 27. 8 29. 6 31 .5 27. 8 27. 8 27. 8 29. 6 40. 7 61.1 55. 6 55. 6 42.6 28.1 42.6 44.4 42.6 7 8 16 17 32 33 6 18 11 13 33 23 26 23 26 22 21 11 14 10 10 14 8 6 3 4 5 8 13. 0 14.8 29. 6 31.5 59.3 61.1 11.1 33. 3 20.4 24.1 61.1 42.6 48.1 42.6 48.1 40.7 38.9 20.4 25. 9 18.5 18.5 25. 9 14.8 11.1 5. 6 7. 4 9. 3 14.8 18 14 18 13 5 10 22 10 14 8 3 9 9 8 7 13 10 21 17 9 4 3 2 15 18 16 13 11 33. 3 25. 9 33. 3 24.1 9.3 18.5 40.7 18.5 25. 9 14. 8 5. 6 16.7 16.7 14.8 13. 0 24.1 18.5 38.9 31.5 16.7 7.4 5. 6 3. 7 27. 8 33. 3 29. 6 24.1 20.4 108 43. Ability to s p e l l r e a s o n a b l y w e l l . 44. Ability to c oi munl c a t e 1n w r i t i n g . 45. Ability to w rite legibly. 47. A b i l i t y t o m a i n t a i n a p o s i t i v e r e l a t i o n s h i p between employer and employee. 49. A b i l i t y t o m a i n t a i n worker I n t e r e s t and e n t hus i a s m. 50. Ability to m o t i v a t e and s t i m u l a t e employees. 48. Ability t o " g e t al ong" wi t h o t h e r employees. 46. A b i l i t y to o r g a n i z e empl oyees' work d u t i e s and f o l l o w t hr o u g h . 42. Ability to communicate well v e r b a l l y . 23. Ability t o p u r c h a s e p e r i s h a b l e mer c handi s e . 24. Ability to purchase n o n- pe r i sh a bl e merchandise. 31. Ability t o p l a n and t h i n k ahea d. An a ver age o f 45.5% o f t h e p e r s i s t e n t former s t u d e n t s c o n s i d e r e d t he above s k i l l s as b e i ng r e q u i r e d f o r t h e i r j o b . The s k i l l s l i s t e d below a r e t h o s e which t h e m a j o r i t y o f s t u d e n t s f e l t t hey l e a r n e d t h e most a bout 1n A g r i c u l t u r a l Technology Cour ses: 28. A b i l i t y t o pl an and e x e c u t e 1 n - s t o r e and window d i s p l a y s . 33. Under st andi ng t he use o f f i n a n c i a l r e c o r d s . 27. A b i l i t y to p l a n a d v e r t i s i n g and p r omot i ons . 35. Unde r st andi ng i n v e n t o r y c o n t r o l and t u r n o v e r . 37. Unde r st andi ng t he workings o f c r e d i t . 36. Unde r s t andi ng and p r a c t i c i n g s t o c k r o t a t i o n . 34. Unde r st andi ng t he Importance o f t ime and moti on econotny. 38. Under st andi ng t h e wi r e s e r v i c e s . 39. Under st andi ng c r e a t i v e m e r c h a n d i s i n g . 30. Unde r st andi ng t h e Importance o f p u b l i c r e l a t i o n s . 109 An a ver age o f 39% o f t h e s t u d e n t s p e r c e i v e d the above s k i l l s as being r e q u i r e d f o r t h e i r j o b . The s k i l l s l i s t e d below a r e t h o s e which a m a j o r i t y o f t he p e r ­ s i s t e n t former s t u d e n t s r e c a l l e d l e a r n i n g t h e most a b o u t on pl acement training. They a r e ranked as t h e p r e v i o u s 1 1 s t i s : 29. A b i l i t y to s u c c e s s f u l l y meet and deal with t h e 40. A b i l i t y to s e l l o v e r t h e phone. 25. A b i l i t y to p r i c e p e r i s h a b l e me r c h a n d i s e . 41. A b i l i t y to use t h e phone in a b u s i n e s s - l i k e manner. An aver age as r e q u i r e d f o r public. o f 42.75% o f t he s t u d e n t s pe r c e i ve d t h e above s k i l l s t h e i r j ob. When comparing t he above t h r e e l i s t s , one d i s c o v e r s more s t u d e n t s l e a r n most about s k i l l s o u t s i d e M.S.U. t h a n a t e i t h e r o f t h e o t h e r two gi ven p l a c e s b u t t h e p e r c e n t a g e d i f f e r e n c e s between them a r e t oo small t o be s i g n i f i c a n t . Accor di ng t o t h e dat a in Tabl e XL, o f t he 49 s k i l l s e v a l u a t e d by the p e r s i s t e n t former s t u d e n t s as being ' C o n s i d e r a b l y I m p o r t a n t ' o r ' C r i t i c a l l y I m p o r t a n t , ' 20 s a i d they l e a r n e d the most a b o u t s k i l l s ' O u t s i d e M.S.U.' Sevent een s a i d they l e a r n e d t he most a b o u t s k i l l s in Ag. T e c h . ; 10 s a i d they l e a r n e d t he most about s k i l l s i n Pl acement T r a i n i n g and 2 a b i l i t i e s were doubled marked, 2 and 3 , and 2 and 4. To t h e open-ended q u e s t i o n s #22 and #51, "What o t h e r s k i l l s o r competenci es do you f e e l a r e n e c e s s a r y t o t h e e x e c u t i o n o f your j o b ? " t h e r e were n i n e two t o r e t a i l responses. Four comments r e l a t e to f l o r a l d e s i g n , f l o w e r shop management and t h r e e are p e r s o n a l i t y t r a i t s . The r e s p o n s e s were as f o l l o w s : 110 TABLE XL Where P e r s i s t e n t Former S t u d e n t s Learned A b i l i t i e s Judged " C o n s i d e r a b l y " or " C r i t i c a l l y Impor t a nt " ------------------------- 2.97 3. 34 3.31 3.00 3.21 3.38 3.03 2. 86 3. 48 3.33 3. 52 3.60 3.20 3.63 3.10 2. 79 2.97 3. 10 3. 07 3.00 3.41 4 4 4 4 2 4 2 2 2 2 3 3 2 4 2 3 3 3 3 3 3 Mean Ra t i n g s of Importance Ab i 1i t i e s 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 Employer 2. 96 3.38 3.88 2.93 3.00 3.45 3.32 2.98 3.47 3.24 3.45 3.51 3.46 3.38 2.64 2.28 2.75 3.19 3.25 2.93 3.19 Where St ude nt Learned Most About Ability Student Employer 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 Student Abilities i---------------- Mean Ra t i n g s of Importance 3.17 3.04 3.07 3. 09 2. 60 2. 96 3. 69 3.53 3. 66 3. 49 2. 85 3.19 3.14 3.02 2.92 3. 03 3.11 3.34 3. 48 3. 62 3. 25 2.94 3.30 3.17 3. 49 3. 64 3. 29 3. 32 3.08 2. 96 3.19 2.77 2. 46 3. 04 3.77 3.38 3. 62 3. 27 2.73 3. 48 3.08 3.35 3.20 3.36 3.04 3.46 3. 63 3.59 3. 26 3.00 3. 33 3.26 3.41 3.41 3.48 3. 27 Where St u d e n t Learned Mos t About Ability 2 2 4 2 3 3 4 2-3 2 2 3 3 3 3 3 3 3 4 4 2 2 2 2 2 2 2 2-4 2 in Fl or a l d e s i g n . — 1. A b i l i t y t o copy a d e s i g n from onl y a p i c t u r e . 2. A b i l i t y to c r e a t e "modern” d e s i gn. 3. A b i l i t y t o d e s i g n backwards, t h a t i s , wi t h t he a rr a nge me nt f a c i n g t h e cust omer. 4. A b i l i t y t o r e c o g n i z e good de si gn. the f r o n t of Flower shop management. - 1. Knowing more about t h e merchandi se i n t he s t o r e . 2. Making s u r e s u p p l i e s a r e or der ed when needed. Personality t r a i t s .-1. A b i l i t y t o g e t along w i t h f el l ow w o r k e r s . 2. Smi l i ng p e r s o n a l i t y . 3. To be a b l e t o s e l l t h e cust omer what you want him t o have. There were 93 r e s p o n s e s t o t h e open-ended q u e s t i o n a t t h e end o f t h e " S k i l l s " s e c t i o n o f t h e p e r s i s t e n t f or mer s t u d e n t ' s q u e s t i o n n a i r e . The r es ponses t o t h e q u e s t i o n , "What s k i l l s d i d you f e e l you l acked a f t e r you f i n i s h e d t h e program and began work i n t h e f l o r a l i n d u s t r y ? " were as f o l l o ws : 112 TABLE XLI A b i l i t i e s Acqui red by P e r s i s t e n t Former S t u d e n t s Through A g r i c u l t u r a l Technology Classroom I n s t r u c t i o n o r Pl acement T r a i n i n g Ab11i t i e s 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 Percei ved Ability as Required Ag. Tech. Classroom Instruc­ tion Learned in Placement Training N N % N 37 47 45 42 39 47 45 40 48 45 50 43 48 46 33 35 41 43 48 40 45 13 16 13 16 12 4 12 10 5 10 24 28 16 19 12 36 37 36 30 34 18 24.1 29. 6 24.1 29. 6 22. 2 7.4 22. 2 18. 5 9.3 18. 5 44. 4 51.9 29. 6 35. 2 22. 2 66.6 68.5 66.6 55,6 33.0 33.3 20 23 23 21 15 24 14 17 19 16 9 16 17 16 17 5 7 8 12 7 15 % 37.0 42.6 42.6 38.9 27.8 44.4 25.9 31.5 35.2 29. 6 16.7 29. 6 31. 5 29. 6 31. 5 9.3 13.0 14.8 22. 2 13.0 27. 8 Cl as sr oom/ Pl acement Total N 33 39 36 37 27 28 26 27 24 26 33 44 33 35 29 41 44 44 42 41 33 % 61.1 72.2 66. 6 68. 5 50.0 51.9 48.1 50.1 44.4 48.1 61.1 81.5 61.1 64.8 53.7 75.9 81.5 81.5 77.8 75.9 61.1 113 TABLE XLI (Cont i nue d) Abi 1 i t i e s 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 P e r c e i ve d Abi 1i t y as Required Ag. Tech. Classroom Instruc­ tion Learned 1n Pl acement Training Cl assroom/ Pl acement Tot a l N N % N % N % 40 42 38 41 30 38 51 49 52 51 34 43 42 39 34 39 42 46 36 51 45 38 46 40 49 52 46 45 7 8 16 17 32 33 6 18 11 13 33 23 26 23 26 22 21 11 14 10 10 14 8 6 3 4 5 8 13, 0 14.8 29. 6 31. 5 59.3 61.1 11.1 33. 3 20.4 24.1 61.1 42.6 48.1 42.6 48.1 40. 7 38.9 20. 4 25. 9 18.5 18. 5 25. 9 14. 8 11.1 5.6 7.4 9.3 14. 8 18 14 18 13 5 10 22 10 14 8 3 9 9 B 7 13 10 21 17 9 4 3 2 15 18 16 13 11 33.3 25.9 33.3 24.1 9.3 18.5 40.7 18.5 25.9 14.8 5.6 16. 7 16.7 14.8 13.0 24.1 18.5 38.9 31.5 16. 7 7.4 5.6 3.7 27.8 33.3 29.6 24. 1 20.4 25 22 34 30 37 43 28 28 25 21 36 32 35 31 33 35 31 32 31 19 14 17 10 21 21 20 18 19 46.3 40.7 63.0 55.6 68.5 79. 6 51. 9 51. 9 46. 3 38. 9 66. 6 59.3 64. 8 57.4 61.1 64. 8 57.4 59.3 57.4 35.2 25.9 31. 5 18.5 38. 9 38. 9 37. 0 33. 3 35.2 114 1. Des1gn--need more p r a c t i c e , speed, we d d i n g s , e x p e r i e n c e .................................................................................................... 32 2. How t o c a r e f o r c u t f l o w e r s ............................................................ 1 3. C u l t u r a l knowledge o f house p l a n t s 6 4. Management, s e l l i n g , b u s i n e s s r e c o r d s , p e r s o n n e l , f i n a n c i a l r e p o r t s , l a ws , c r e d i t and a d v e r t i s i n g . . . . 28 M e r c h a n d i s i n g - - b u y i n g f r e s h and n o n - p e r i s h a b l e .................... 10 5. ............................................... 6. S t o r e and window d i s p l a y ................................................................. 2 7. Growing g r e e n h o u s e c r o p s ..................................................................... 3 8. Practical application of sk ills ...................................... 4 9. M i s c e l l a n e o u s .......................................................................................... 1_ Tot a l .................................................................................................... 93 Educational A c t i v i t i e s An i m p o r t a n t p a r t o f any p e r s o n ' s e d u c a t i o n i s h i s p a r t i c i p a t i o n in t h e many e d u c a t i o n a l a c t i v i t i e s bot h 1n and o u t s i d e t h e c l a s s r oom. This s e c t i o n o f t h e q u e s t i o n n a i r e , which was s e n t t o a l l f or me r s t u d e n t s , l i s t e d e i g h t a c t i v i t i e s which s t u d e n t s may become I n v o l v e d 1n. The s t u ­ d e n t s wer e t o r e s p o n d t o e ach a c t i v i t y l i s t e d , by c h e c k i n g t h e a p p r o p r i ­ ate square: | I I Didn't P a r t i c i p a t e , I 1 Of L i t t l & B e n e f i t , I j Very B e n e f i c i a l , o r I | Ext r e me l y B e n e f i c i a l . 115 The p u r p o s e s o f t h i s s e c t i o n were t o meet o b j e c t i v e s 7 and 8 and h y p o t h e s i s 4 a s l i s t e d in t he I n t r o d u c t i o n b u t r e p e a t e d h e r e f o r easy reference. Objectives: 7. To d e t e r m i n e which e d u c a t i o n a l a c t i v i t i e s f or mer s t u d e n t s p a r t i c i p a te d in. 8. To d e t e r m i n e the e d u c a t i o n a l c o n t r i b u t i o n t h a t f o r me r s t u d e n t s p l ac ed on e a c h o f the e i g h t l i s t e d school a c t i v i t i e s . Hy p o t h e s i s : 4. There w i l l be a high c o r r e l a t i o n between f or mer s t u d e n t p e r s i s t e n c e and p a r t i c i p a t i o n 1n t h e l i s t e d e d u c a t i o n a l activi t i e s . F a l l Mum S a l e s .--When c ompar i ng t h e r e s p o n s e s o f p e r s l s t e r s to nonp e r s i s t e r s , t h e m a j o r i t y o f t h e p e r s l s t e r s , 56.3%, r e s ponded n e g a t i v e l y to t h e Fal l Mum S a l e s . They I n d i c a t e d t h a t t h e s a l e s were o f l i t t l e value to t h e i r educa tio n. Thi s s e n t i m e n t was a l s o e x p r e s s e d even s t r o n g e r , 58.6%, by the n o n - p e r s i s t e n t f or me r s t u d e n t s . the m aj o rit y o f a l l Even though s t u d e n t s r e s ponde d i n a s i m i l a r way, 92.4% o f t he p e r s i s t e r s and 77.5% o f t he n o n - p e r s i s t e r s I n d i c a t e d a ve ry p o s i t i v e r e a c t i o n to t h e Annual Spr i ng F i e l d T r i p which i s f i n a n c e d by t h e F a l l Mum S a l e . P e r h a p s t h i s i n d i c a t e s a need t o c o n t i n u e t h e F i e l d Tr i p b u t wi t h some o t h e r means o f f i n a n c i a l s u p p o r t . Or i t c oul d I n d i c a t e t he s t u d e n t s r e a l i z a t i o n t h a t even t hough t h e s e l l i n g o f mums a t t h e f o o t ­ b a l l games i s n ' t “ e d u c a t i o n a l " i t i s n e c e s s a r y f i n a n c i a l l y . TABLE XLII E ig h ty -e ig h t Former Students Rating o f Educational A c t i v i t i e s I Di dn' t P a r t i c i p a t e Of L i t t l e Be nef i t Very Benef i ci al Extremely Benef i ci al Number Percent Nimiber Number Percent Number Fall Mum Sales 10 11.4 39 44.3 31 35.2 Annual Spring Fi el d Trip 7 8.0 4 4.5 33 Class Fi eld Tr i ps 10 11.4 6 6.8 Bridal Show 7 8. 0 11 Floriculture Forum 14 15.9 Ag. Tech. Organizat i on 50 I ndust r y Groups Like M.S.F.A.* I ndust r y Conventions Percent N/R Percent N 6 6.8 2 37.5 40 45.5 4 36 44.3 35 39.8 1 12.5 23 26.1 44 50.0 3 28 31.8 30 34.1 13 14.8 3 56.8 15 17.0 15 17.0 3 3.4 5 28 31.8 14 15.9 23 26.1 20 22.7 3 6 6. 8 11 12.5 29 33.0 39 44.3 3 •Michigan S t a t e F l o r i s t s As soci at i on TABLE X L III The Responses of Former Students by Category t o the Value of Eight Educational A c t i v i t i e s EDUCATIONAL ACTIVITY I Didn ' t P a r t i c i p a t e N Of L i t t l e Be nef i t N Very Benef i ci al N Extremely Benef i ci al N Non P P G PG Non P P G PG Non P P 2 5 4 7 23 4 4 6 17 3 1 2 2 1 2 1 4 5 5 18 8 4 7 21 2 3 2 1 2 3 3 6 7 20 8 3 5 19 2 1 2 2 2 1 3 5 3 5 3 12 7 4 8 25 Floriculture Forum 4 4 4 2 6 1 10 11 3 3 1 23 2 3 1 7 Ag. Tech Organizat i ons 10 9 11 21 2 3 10 1 1 2 10 1 1 I ndust r y Groups (Like M. S. F. A.) 9 3 8 8 2 11 3 4 4 12 3 3 2 12 I ndust ry Conventions 4 1 1 2 9 4 4 7 14 7 5 6 21 37 23 34 31 73 25 32 67 126 39 24 29 108 ♦Non P P G PG Fall Mum Sales 3 2 3 Annual Spring Fi eld Trip 2 1 Class Fi eld Tr i ps 3 Bridal Show TOTALS 39 1 17 7 *Non P = Non P e r s i s t e r s ; P = P e r s i s t e r s ; G = Graduates; PG = P e r s i s t e n t Graduates. G PG 2 1 118 Annual Spr i ng F i e l d T r i p . - - O f a l l t h e e d u c a t i o n a l a c t i v i t i e s l i s t e d * t h e Annual Sp r i n g F i e l d T r i p r a n k s h i g h e s t . 92.4%, amongst p e r s i s t e r s and t i e s f o r t he h i g h e s t r a n k i n g , 77.5%, w i t h I n d u s t r y Conventi ons amongst n o n - p e r s i s t e n t f or mer s t u d e n t s . Eighty-three percent of a l l former s t u d e n t s r a t e d t h i s e d u c a t i o n a l a c t i v i t y e i t h e r Very or Ext r e me l y Beneficial. There i s no d o u b t a s t o t h e p o p u l a r i t y o r v a l u e o f t h e Sp r i n g F i e l d T r i p , t h e r e f o r e , a l l e f f o r t s s houl d be expended t o c o n t i n u e t h i s r ewar d i ng a c t i v i t y . Cl as s F i e l d T r i p s .--Among p e r s i s t e n t former s t u d e n t s , t he c l a s s f i e l d t r i p s a l s o rank u n u s u a l l y h i g h , 87.3%, as compared t o 71.9% amongst t h e n o n - p e r s i s t e r s . Of t h e t o t a l groups of f o r m e r s t u d e n t s , 84.1% rank t h e c l a s s f i e l d t r i p s Very o r Ext r emel y B e n e f i c i a l . s t r o n g p o s i t i v e r e s p o n s e from a l l This former s t u d e n t s i n d i c a t e s t he g r e a t e d u c a t i o n a l v a l ue t h e y p l a c e on f i e l d t r i p s . T h e r e f o r e , i t would be we l l t o c o n s i d e r methods o f c o n t i n u i n g a n d / o r expandi ng t h e number o f f i e l d t r i p s even w i t h t h e probl ems a s s o c i a t e d with hi g h e n r o l l m e n t s and l a r g e r c l a s s e s I t c o u l d a l s o be a n o t h e r i n d i c a t i o n t h a t more l e a r n i n g i s accom­ p l i s h e d t hr ough t h i s t ype o f a c t i v i t y t han t hrough t h e more formal classroom s i t u a t i o n . B r i d a l Show - - Al mo s t 84% o f t h e p e r s i s t e r s and 70% o f t he nonp e r s i s t e r s ranked t he B r i d a l Show a Very o r Extremel y B e n e f i c i a l educational a c t i v i t y . v a l u e , 50% o f a l l As a n o t h e r i n d i c a t i o n o f i t s h i g h e d u c a t i o n a l s t u d e n t s ranked i t Ext remel y B e n e f i c i a l , t h e h i g h e s t r a n k i n g i n t h i s c a t e g o r y o f any a c t i v i t y . These high r a n k i n g s s u p p o r t 119 t he " l e a r n by doi ng" t h e s i s o f v o c a t i o n a l e d u c a t i o n . Thirty percent o f the n o n - p e r s i s t e r s responded n e g a t i v e l y t o t h i s a c t i v i t y . This could i n d i c a t e a l a c k o f i n t e r e s t i n the b r i d a l de s i gn a r e a , a d i s ­ c o u r a g i n g e x p e r i e n c e w i t h t h e i r p a r t i c u l a r "show," a lack o f p e r s ona l i nvol vement , or a f e e l i n g t h a t t h e i n t e n s e e f f o r t s i nvol ve d a r e n ' t worth t he c o s t s . When compared t o a l l t he s t u d e n t r a nki ngs o f a l l the other educational a c t i v i t i e s l i s t e d in Tabl e XLVI, t h e Br i dal Show ranked f o u r t h , 76.1% very c l o s e to I nd u s t r y Conv e n t i o n s , 77.1%. F l o r i c u l t u r e Forum --The F l o r i c u l t u r e Forum 1s the o r g a n i z a t i o n s t u d e n t s i n t e r e s t e d in the f l o r a l and p a r t i c i p a t i o n i s v o l u n t a r y . i n d u s t r y may belong t o . Membership Even though 42% o f t he former s t u d e n t s e i t h e r d i d n ' t bel ong t o i t or c o n s i d e r e d i t o f l i t t l e b e n e f i t , 48% l i s t e d i t e i t h e r Very o r Extremely B e n e f i c i a l . Checking t h e d a t a on Tables XLI and XLVI l e a ds one t o t h e c o n c l u s i o n t h a t t he Forum i s not very p o p u l a r . Between p e r s i s t e r s and n o n - p e r s i s t e r s t h e r e i s a g r e a t d i v e r s i t y o f r es ponse c o nc e r ni ng t h e "Forum." Almost 67% of t he p e r s i s t e r s , as compared wi t h 22.6% of t he n o n - p e r s i s t e r s i n d i c a t e d t he a c t i v i t y was Very o r Extremely t o t h e i r e d u c a t i o n . P a r t o f t h e reason f o r t he n e g a t i v e r esponse among n o n - p e r s i s t e r s was due t o t he f a c t t h a t 33.3% o f them were not i nvol ve d in t h e Forum. Looking a t t h e res pons e s from a n o t h e r a n g l e , onl y 14.8% o f a l l s t u d e n t s t hought t he forum was e xt r e me l y b e n e f i c i a l and o n e - t h i r d o f a l l s t u d e n t s found i t very b e n e f i c i a l . 120 TABLE XLIV Former S t u d e n t s P a r t i c i p a t i o n in Educa t i ona l A c t i v i t i e s Educat i onal Activity All Former S t u d e n t s (88) Per si s t o r s (54) Number Percent Number Percent F a l 1 Mum S a l e s 78 88.64 50 98. 15 Annual Spr i ng F i e l d Tr i p 71 60. 68 51 94.44 Cl a s s F i e l d Trip s 78 88.64 50 92. 59 B r i d a l Show 71 80. 68 51 94.44 Floriculture Forum 74 84. 09 48 88. 89 Ag. Tech Organizations 38 43. 18 24 44.44 I n d u s t r y Groups (Li ke M. S. F. A. ) 60 68. 18 43 79.63 Industry Conventions 82 93. 18 53 98.15 TABLE XLV C o m p a r i s o n o f P e r s i s t e r a n d Non P e r s i s t e r R a n k i n g s o f E d u c a t i o n a l A c t i v i t i e s Educational Activity I Didn; t Pa r t i c i p a t e Of L i t t l e 3enefi t Persister* Non P e r s i s t e r * Number Percent Number Percent Very Benefi ci al Extremely Be nef i ci al Non P e r s i s t e r Persister Number Percent Number Percent 31 56.3 18 58.6 24 43.7 13 41.4 Annual Spring Fi eld Trip 4 7.6 7 22 5 48 92.4 24 77.5 Class Fi eld Trips 7 12.7 9 28.1 48 87,3 23 71.9 Bridal Show 9 16.3 9 30.0 46 83,7 21 70.0 Floriculture Forum 18 33.3 24 77.4 36 66,7 7 22.6 Ag. Tech Organizations 40 75.5 25 85.7 13 24,5 4 14.3 I ndust r y Groups (Like M. S. F. A.) 21 40.3 19 61.2 31 59,7 12 38.8 I ndust ry Conventions 10 18.5 7 22.5 44 81.5 24 77.5 Fall Hum Sales ♦Percent computed on only t he responding p e r s i s t e r s . ♦Percent computed on only t he responding non p e r s i s t e r s . TARLF XLVI Ranking of Former Student Responses to Educational A c t i v i t i e s from Most to Least Important Educational A c t i v i t y Very & Extremely Benefi ci al Responses ( Percent ) Educational A c t i v i t y Extremely Benef i ci al Responses (Per cent ) Class Fi e l d Trips 84.1 Bridal Show 50.0 Annual Spring Fi e l d Trip 83.0 Annual Spring Fi eld Trip 45.5 I ndust r y Conventions 77.3 Indust r y Conventions 44.3 Bridal Show 76.1 Class Fi e l d Trips 39,8 F l o r i c u l t u r e Forum 48.9 I ndus t r y Groups 22.7 Indust r y Groups l i k e M.S.F.A. 48.8 F l o r i c u l t u r e Forum 14.8 Fal l Mum Sales 42.0 Fal l Mum Sales 6.8 Ag. Tech Organizat i on 20.4 Ag. Tech Organizat i on 3.4 123 The r e s u l t s of t h i s s t u d y a gr e e wi t h the r e s u l t s o f E l s o n ' s s t u d y (and o t h e r s ) in t h a t t h o s e who p e r s i s t in t h e i n d u s t r y a r e more a c t i v e in i n d u s t r y r e l a t e d o r g a n i z a t i o n s whi l e 1n s c h o o l . One c oul d a l s o concl ude wi t h a f a i r de gre e o f a c c u r a c y t h a t t h e s e m a j o r i t y o f s t u d e n t s who a r e most a c t i v e in t he Forum w i l l p r o b a b l y remain 1n t h e f l o r a l industry. Ag. Tech. O r g a n i z a t i o n s . - - S e v e n t y - t h r e e p e r c e n t and 87.5% o f t h e p e r s i s t e r s and n o n - p e r s i s t e r s , r e s p e c t i v e l y , do n o t p a r t i c i p a t e i n t he A g r i c u l t u r a l Technology o r g a n i z a t i o n s . T h e r e f o r e , 1t 1s u n d e r s t a n d a b l e t h a t only 24.5% o f t h e p e r s i s t e r s and 14.3% o f t h e n o n - p e r s i s t e r s r a t e t h i s a c t i v i t y as bei ng b e n e f i c i a l t o t h e i r e d u c a t i o n . I t 1s q u i t e s i g n i f i c a n t t h a t al most t he same p e r c e n t o f p e o p l e who r a t e 1t as being b e n e f i c i a l a l s o a r e I nvol ved in the o r g a n i z a t i o n . Like o t h e r a c t i v i t i e s one r e c e i v e d b e n e f i t s in p r o p o r t i o n to o n e ' s Invol vement . One o b s e r v e s a l s o t h a t 14.4% more p e r s i s t e r s t han n o n - p e r s 1 s t e r s a r e i nvol ve d in t he o r g a n i z a t i o n . These o r g a n i z a t i o n s were o p e r a t i o n a l onl y one o f t he f i v e y e a r s c o v e r e d by t h i s s ur ve y which a ccount s f o r t he low r a t i n g s . I n d u s t r y Groups ( Li ke M.S F A ) p a r t i c i p a t i o n 1n t h i s --There i s l i t t l e i n t e r e s t or a c t i v i t y by o t h e r t han p e r s i s t e n t s t u d e n t s . Of t h e n o n - p e r s i s t e r s , 89.4% do n o t p a r t i c i p a t e ; 47.8% o f t h e p e r s l s t e r s do. In s p i t e o f t h i s , onl y 59.7% o f t he p e r s i s t e r s do f e e l t h i s a c t i v ­ i t y i s b e n e f i c i a l and 11.9% o f t hos e a c t iv i t y is of l i t t l e o r no b e n e f i t . t h a t do p a r t i c i p a t e f e e l t h i s But on t h e r a t i n g , Extremely B e n e f i c i a l , by a l l f or mer s t u d e n t s , t h i s a c t i v i t y ranks f i f t h among 124 eight. I t would a p p e a r then t h a t t h o s e s t u d e n t s i nv o l v e d w i t h t h i s o r g a n i z a t i o n b e l i e v e i n i t s t r o n g l y and b e n e f i t g r e a t l y from t h e i r association. I n d u s t r y C o n v e n t i o n s . --The f l o r a l c onvent i ons a r e very p o p u l a r and well a t t e n d e d by most a l l s t u d e n t s as r e f l e c t e d i n the r a n k i n g s . Of t he p e r s i s t e n t s t u d e n t s , 81 5% s t a t e t h a t the c o n v e n t i o n s were e i t h e r Very o r Extremel y B e n e f i c i a l and 44 3% o f a l l former s t u d e n t s c a t e g o ­ r i z e d t h e c o n v e n t i o n s as being Extr emel y B e n e f i c i a l Only one p e r s i s t e r s a i d he d i d n o t p a r t i c i p a t e in t h e f l o r a l c o n v e n t i o n , compared with f i v e non-persisters. 77.3% o f a l l Anot he r i n d i c a t i o n o f t h e value o f c onv e n t i o n s i s t h a t former s t u d e n t s ranked t h i s a c t i v i t y e i t h e r Very o r Extremely B e n e f i c i a l third. Of e i g h t a c t i v i t i e s the f l o r a l c onve nt i ons ranked Comparing program g r a d u a t e s to dropout s g i v e s the r e s pons e s 54.1% vs. 32.2%, r e s p e c t i v e l y , which i n d i c a t e s t h a t t h i s I s n ' t as v a l i d o r s i g n i f i c a n t a method of comparison as usi ng p e r s i s t e r s and nonpersisters S t u d e n t p a r t i c i p a t i o n in t he e i g h t l i s t e d a c t i v i t i e s 1s o p t i o n a l e x ce p t f o r t h e B r i d a l Show and Cl a s s F i e l d Tr i ps where they a r e p a r t of the s t u d e n t ' s grade Table XLIV c l e a r l y i n d i c a t e s t h e degree of p a r t i c ­ i p a t i o n in a l l e i g h t a c t i v i t i e s by a l l s t u d e n t s Even though i t i s n o t r e q u i r e d , 93.18% o f t he s t u d e n t s p a r t i c i p a t e in t h e i n d u s t r y f l o r a l c o n v e n t i o n s - - o r 98.15% o f the p e r s i s t e n t s t u d e n t s . In a l l a c t i v i t i e s , t h e r e was l i t t l e p e r c e n t a g e d i f f e r e n c e in t h e p a r t i c i p a t i o n l e v e l between a l l s t u d e n t s and the p e r s i s t e r s . 125 TABLE X L V I I Former S t u d e n t E v a l u a t i o n o f Educa t i ona l A c t i v i t i e s (Compi l at i on of P o s i t i v e and r < t j a t i v e Responses) STUDENT RESPONSES "I D i d n ' t P a r t i c i p a t e " and 'Of L i t t l e B e n e f i t "Very B e n e f i c i a l " and Extremel y B e n e f i c i a l " Number Percent Number F a l 1 Mum Sa l es 49 55.7 37 42.0 Annual Spr i ng Field T r i p 11 12.5 73 83.0 Class F i e l d Trips 16 18.2 71 84.1 Bridal Show 18 20 5 67 76.1 Floriculture Forum 42 47.7 43 48. 9 Ag, Tech Or g a n i z a t i o n s 65 73.8 18 20. 4 I n d u s t r y Groups (Like M . S . F . A . ) 42 47.7 43 48. 8 I ndust r y Conventions 17 19.3 68 77. 3 Educati onal Activi t y Percent 126 Program Improvement This was the " g r e e n " s e c t i o n o f the T u e s t i o n n a i r e which was s e n t to a l l f o r m e r s t u d e n t s . This s e c t i o n d e a l t w i t h O b j e c t i v e s #10, #11, and #12, and Hypothesis #3, a l l found in C h a p te r I b u t r e p e a t e d below f o r e ase o f r e f e r e n c e . O b j e c t i ves: 10 To de te rm ine former s t u d e n t s ? p in i o n s as to the importance o f t h e i r many program r e l a t e d r e l a t i o n s h i p s in g a i n i n g a b e t t e r understanding of the f l o r a l in d u stry . 11. To determ ine former s t u d e n t s o p i n io n o f t h e Commercial F l o r i c u l t u r e Technical Program. 12. To d e te rm ine t h e r e a so n s former s t u d e n t s l e f t th e program. H y p o th e sis: 3 There w i l l be a d i v e r s i t y o f o p i n i o n as to former s t u d e n t s ' e v a l u a t i o n o f t h e t o t a l Commercial F l o r i c u l t u r e T ec hn ic al Program a t Michigan S t a t e U n i v e r s i t y The f i r s t page o f the q u e s t i o n n a i r e was d e s i g n e d to b r i n g f o r t h i n f o r m a ti o n on how f o r m e r s t u d e n t s f e l t about many a s p e c t s o f t h e p r o ­ gram I t was p o s s i b l e to respond e i t h e r w ith a (1) D i s l i k e d , (2) Feel N e u t r a l , (3) Liked a L i t t l e , o r (4) Liked Very Much, to each o f the sixteen statem ents. The s t a t e m e n t s th e s t u d e n t s were to r esp on d to are l i s t e d on Table XLIX. The d a t a in T a b le L is r e p r e s e n t a t i v e and d e n o te s th e p o p u l a r i t y o f v a r i o u s ele ments i n t h e Commercial F l o r i c u l t u r e T e c h n ic i a n Program. TABLE X L V I 1 1 Former S t u d e n t s F e e l i n g C o n c e r n i n g V a r i o u s E l e m e n t s o f t h e C o m m ercia l F l o r i c u l t u r e T e c h n i c i a n Program Disliked 1 Qu es tio n Gr a du a te s N 1. 0 2 . 8 3. ■v tr Feel Ne ut ral 2 Dropouts N - G r ad ua tes Liked A L i t t l e 3 Dropouts N - N V Gr ad ua tes N V Liked Very Much 4 Dropouts N V G r a d u a te s N No Response Dropouts V N V G r a d u a te s N V Dropouts N ¥ V 0 0 .0 0 8 13.33 8 30.77 15 25 .00 8 30.77 37 61.66 10 38.46 2 0 .0 0 0 0.00 13.33 6 23.08 7 11.66 4 15.38 21 35 .0 0 9 34.62 24 40.00 7 26.92 2 0.00 0 0.00 4 6 .6 6 4 15.38 4 6. 66 6 23.08 16 26.66 5 19.23 36 60.00 11 42.31 2 0.00 0 0.0 0 4. 1 1.66 0 0. 00 17 28.33 8 30.77 7 11.66 0 0.0 0 34 56 .66 18 69.23 3 1.66 0 0. 00 5. 6 10 .00 5 19.23 13 21.66 4 15.38 19 31.66 8 30.77 21 35 .0 0 9 3 4 .6 2 3 1.66 0 0.00 6. 11 18.33 6 23.08 1 1.66 2 7.69 9 15.00 1 3 .8 5 38 63.33 17 65.38 3 1.66 0 0.00 7. 8 13.33 4 15.38 5 8. 33 4 15.38 19 31. 66 6 23 .0 8 28 46 .6 6 12 46.15 2 0.00 0 0 .0 0 8. 1 1.66 1 3.8 5 7 11.66 1 3.85 12 20. 00 6 23 .0 8 40 66.66 17 65 .38 2 0.00 1 3. 85 9. 0 0.00 0 0. 00 1 1. 66 0 0 .0 0 5 8.3 3 2 7 .6 9 53 88 .33 24 92.31 3 1.66 0 0.0 0 10. 5 8.33 7 26.92 13 21.66 3 11.54 6 10.00 7 26.92 36 60. 00 9 34 .6 2 2 0.00 0 0.0 0 11. 8 13.33 11 42.31 24 4 0 .0 0 5 19.23 13 21 .6 6 5 19.23 13 21 .66 5 19.23 4 3. 33 0 0 .0 0 12. 3 5 .0 0 0 0 .0 0 10 16.66 5 19.23 5 25 .0 0 5 19.23 42 70 .00 16 61.54 2 0.00 0 0 .0 0 13. 2 3.33 0 0.00 24 40 .00 14 53.85 10 16.66 1 3.85 24 4 0 .0 0 11 42.31 2 0.00 0 0.00 14. 1 1.66 3 11.54 4 6.66 4 15.38 6 10.00 3 11.54 49 80.00 16 61 .54 2 0.00 0 0.00 15. 8 13.33 4 15.38 18 30.00 9 34 .62 8 13.33 1 3.85 21 35.00 7 26.92 7 8. 3 3 5 19.23 16. 3 5.00 1 3.85 9 15.00 3 11.54 14 23.33 7 26.92 35 55 .0 0 13 50. 0 0 3 1.66 2 7 .6 9 127 0.00 128 TABLE XL I X Former S t u d e n t s Ra n k i nq o f S i x t e e n S t a t e m e n t s C o n c e r n i n g V a r i o u s E l e me n t s o f t h e Commerci al F l o r i c u l t u r e T e c h n i c i a n Program Fe e l Ueutra1 Di sT i k e d 1 i ke d A Little L i ked Very Much Ques ti ons Gr a d . Dr op. Grad. Dr o p. Grad. Drop. Grad . 1 Drop. | 1. The p r a c t i c a l i t y o f t h e F l o r i c u l t u r e Program Commerc i al 2. The c o u r s e s t h a t we r e r e q u i r e d ' " 13.33 3 0 . 77 26.00 30.77 61.66 : 38.46 13.33 23,08 11 . 6 6 16 . 3 8 36.00 34.6? 40.00 The w i d e r a n g e of s u b j e c t m a t t e r c o v e r e d in the c o u r s e s 6.66 16 . 38 6.66 23.08 26.66 19.23 6 0 . 0 0 | 42.31 ■1. The o p t i o n a l f our y e a r c o u r s e s a v a i l a b l e to those i n t e r e s t e d 1.66 28.33 30.77 11 .66 5. The g e n e r a l q u a l i t y o f instruction 6. Floral the 26.92 i 66.66 i 69.23 10.00 19.23 21.66 16.38 31 . 6 6 30.77 Design c l a s s e s I B . 33 23.08 1 .66 7.69 16.00 3.86 63.33 66.38 7. The Gr e e n h o u s e or P r o d u c t i o n classes 13.33 16.38 8.33 16.39 31.66 23.08 46.66 4 6 . 16 8. The i d e a projects 1.66 3.B6 11 . 66 3.86 20.00 23.08 66.66 66.38 9. The i d e a of h a vi ng some o u t s i d e s p e a k e r s i n t he c l a s s r o o m 8.33 7.69 88.33 92.31 10.00 j 26.92 60.00 34.62 21. 66 I 19.23 21 . 66 19.23 2 6 . 00 ! 19.23 7 0 . 0D 61.54 of h av i ng p r a c t i c a l c l a s s ( n o t d a i l y home wor k) 10. Ha v i ng c l a s s e s d a i l y w i t h t h e same g r o u p of f l o r i c u l t u r e s t u d e n t s 11. The a d m i n i s t r a t i v e g u i d a n c e course se le ct io n. in If The c l o s e r e l a t i o n s h i p t h a t b e t we e n s t u d e n t and f a c u l t y exists The a v a i l a b i l i t y of f a c u l t y d i s c u s s p e r s o n a l p r o b l e ms to la. 1 .66 0 3 6 . 0 0 ! 34.62 I B . 33 13.33 6.00 26.92 ! 21.66 11 . 64 42.31 19.23 0 40,00 | I 16.66 I 19. 23 i I 14. The i d e a o f h av i ng p l a c e m e n t t ra i n i ng 1b . The q u i d a n c e and s u p e r v i s i o n i n t he p l a c e me n t t r a i n i n g s i t u a t i o n l(i. The q u a l i t y o f t he p h y s i c a l f a c i l i t i e s and e q u i p me n t u s e d . 3.33 0 40.00 63.86 16.66 | 3.86 40.00 42.31 1 .66 11 . 6 4 6.66 16.38 1 0 . 0 0 I 11 . 64 80.00 61.64 13.33 16 , 38 30.00 i 3 4 , 6 ? Il 13.33 3.86 35.00 26.92 6.00 3.86 16. 00 11.54 23.33 26.93 66.00 60.00 I I 129 TABLE L Former S t u d e n t s Ranking o f t h e P o p u l a r i t y o f Various Elements in t h e Commercial F l o r i c u l t u i c T e c h n i c i a n Program S t a te m e n t s 9. Most t o Least Popular Rankings* The id ea o f having some o u t s i d e sp e a k e r s i n the c la s s ro o m . 1st 331 The id ea o f having p lac em en t t r a i n i n g . 2nd 307 The id ea o f having p r a c t i c a l c l a s s p r o j e c t s ( n o t d a i l y homework). 3rd 300 The c l o s e r e l a t i o n s h i p t h a t e x i s t s between s t u d e n t and f a c u l t y . 4 th 295 The p r a c t i c a l i t y o f t h e Commercial F l o r i ­ c u l t u r e Program. 5th 289 The o p t i o n a l f o u r y e a r c o u r s e s a v a i l a b l e t o those i n t e r e s t e d . 6th 280 The wide range o f s u b j e c t m a t t e r covered in the c o u r s e s . 7th 279 The q u a l i t y o f t h e p h y s i c a l f a c i l i t i e s and equipment use d. 8 th 275 6. F l o r a l Design c l a s s e s . 9th 273 7. The Greenhouse and P r o d u c t i o n c l a s s e s 10th 265 Having c l a s s e s d a i l y w i t h t h e same group of f l o r i c u l t u r e stu d e n ts. 11th 263 The a v a i l a b i l i t y of f a c u l t y to d i s c u s s p e r s o n a l problem s. 12th 251 2. The c o u r s e s t h a t were r e q u i r e d . 13th 250 5. The g e n e r a l q u a l i t y o f t h e i n s t r u c t i o n . 14th 246 The g u id an c e and s u p e r v i s i o n in th e p l a c e ­ ment t r a i n i n g s i t u a t i o n . 15th 205 The a d m i n i s t r a t i v e g u i d a n c e in c o u rs e selection. 16th 203 14. 8. 12. 1. 4. 3. 16. 10. 13. 15. 11. * The r a n k i n g s a r e t h e t o t a l e d num erical r e s p o n s e to each q u e s t i o n by both g r a d u a t e s and d r o p o u t s . 130 The o p i n i o n o f t h e program g r a d u a t e s was compiled and a g re e d b a s i c a l l y with the r e s u l t s i n t h i s t a b l e . So i t a p p e a r s t h a t t h e f e e l i n g s o f both program g r a d u a t e s and d r o p o u t s c o i n c i d e . The f i v e most p o p u l a r ele m ents o f t h e program in o r d e r a r e : 1 Outside s p e a k e r s in t h e classroom* 2. Placement t r a i n i n g , 3. P r a c t i c a l c l a s s p r o j e c t s ( n o t d a l l y homework) 4. The c l o s e r e l a t i o n s h i p between s t u d e n t and f a c u l t y , and 5. The program p r a c t i c a l i t y . The f i v e l e a s t p o p u l a r items a r e : 1. A d m i n i s t r a t i v e gu id an c e in c o u r s e s e l e c t i o n , 2 Placement t r a i n i n g gu id an c e and s u p e r v i s i o n , 3 The g e n e r a l q u a l i t y o f t h e i n s t r u c t i o n s , 4. The r e q u i r e d c o u r s e s , and 5. The a v a i l a b i l i t y o f f a c u l t y t o d i s c u s s p e r s o n a l problem s. In l i g h t o f t h e s e r a n k i n g s i t would a p p e a r t h a t more emphasis needs to be p l a c e d in t h e a r e a s o f s t u d e n t g u i d a n c e - - b o t b f o r c o u r s e s and f o r plac em ent. There a l s o seems to be a problem w ith the c o u r s e s , both t h e ones r e q u i r e d and th e q u a l i t y o f t h e i n s t r u c t i o n . The most p o s i t i v e r e s p o n s e s a l l r e l a t e to the p r a c t 1 c a l- - t h e " l e a r n by doing" p h i lo s o p h y o f v o c a t i o n a l e d u c a t i o n . The v a l u e o f placem ent t r a i n i n g was a g a i n u n d e r s c o r e d . The d a ta in T a b l e s LI and LI I rank the r e s p o n s e s o f t h e fo rm er s t u d e n t s on the im p ortan c e o f v a r i o u s program and f l o r a l I n d u s t r y relationships. When a s u b j e c t a r e a i s ranked high i t i n d i c a t e s th e TABLE LI Former St ude nt s Ranking o f T hi rteen Sta temen ts D ealing with Their Understanding Of and R e l a t i o n s h i p To the F l o r a l Industry (88 Responses) 27.27 N 42 <■V 0 47 7 7 3 No Response N 4 4 .55 42.05 36 40.91 2 2.27 22 25.00 53 60.23 2 2.27 12.50 30 34.09 35 39.77 3 3.41 18 20.45 42 47.73 20 22.73 2 2.27 4.55 16 18.18 28 31.82 38 43.18" 2 2.27 12.50 31 35.23 31 35.23 13 14.77 2 2.27 3 3 .4 1 25 28.41 33 37.50 24 27.27 3 3.41 3 3.41 34 38.64 30 34.69 19 21.59" 2 2.27 3 3.41 20 22.73 41 46.59 22 25.00 2 2.27 19 21.59 16 18.18 21 23.86 29 32.95 3 3.41 8 9.09 12.50 29 25 32.95' 28.41 35 29 39.77 32.95 13 20 14.77 22.73 3 3 3.41 3.41 1 Question 1. Gaining a b e t t e r understanding o f y o u r s e l f , your 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. a b i l i t i e s and your g o a l s . Learning more about i n d u s t r y o p p o r t u n i t i e s and r eq ui rem en ts . R e ce iv in g the kind o f t r a i n i n g which e n a b le s you to q e t a jo b in the f i e l d o f your c h o i c e . R e ce iv in g the encouragement; c h a l l e n g e , and s e n s e o f s u c c e s s n e c e s s a r y fo r you to c o n t i n u e your e d u c a ti o n a f t e r l e a v i n g the program. D i s c o v e r i n g new f i e l d s o f i n t e r e s t due t o c l a s s ­ room s u b j e c t a r e a s . Becoming ac quainted with in d u s tr y p e op le and developed a f r i e n d s h i p or a p p r e c i a t i o n fo r them. Developing an a p p r e c i a t i o n of the in d u s tr y through i t s p e r i o d i c a l s . De veloping a k i n s h i p , or f e e l i n g , f o r the i n d u s ­ t r y which has le d t o g r e a t e r un de rs ta n di ng . Your informal d i s c u s s i o n s w it h f e l l o w s t u ­ dents. Your informal d i s c u s s i o n s w it h the i n s t r u c ­ tors. Your p a r t - t i m e work e x p e r i e n c e s {not Placement Traininq). Your c o n t a c t s w it h the program a d m i n i s t r a t o r s . Your e x t r a - c u r r i c u l a r a c t i v i t i e s . N 4 o N A T I ’HAL R r t O U R C I A o rn cr or th e director op resident [n s t a u c t i o n ■ a g ric u ltu re h a ll July 31, 1972 Mr. Don Dunbar Horticulture Department Campus Dear D o n : We ore pleased that you are conducting a follow-up study and evaluation of the commercial floriculture program in the Institute of Agricultural Technology. I feel that there is a very real need for us to know more about students who are enrolled in each of our programs. We especially need information on career development and Job placement after graduation. We could use this Information in working with prospective students, guiding our present students, and providing information to counselors and others who work with young people. I am particularly interested in getting information on students who have participated in this program and then transferred to a four-year degree program at Michigan State University or at other institutions. In the meantime, if I can be of assistance to you in any way possible, please feel free to call on me. Sin cerely , Horman A . In own Assistant Director NAB: cb 172 A P P E N D I X MICHIGAN STATE UNIVERSITY COLLEGE O P Ar. RICLTTURF. A N D bast la n s in g D • vneruoAN n-m N A T U R A L R E S O U R C E S • D E P A R T M E N T O P HO R T I C U L T U R E . HORTI CUI TURB BUILDING In about two weeks* you w i l l be s e n t a s h o r t q u e s t i o n n a i r e . I t ' s b a s i c purpose i s t o improve the Ag. Tech program i n F l o r i c u l t u r e . We hope you w i l l g i v e t h i s q u e s t i o n n a i r e y o u r f u l l a t t e n t i o n and s u p p o r t and r e t u r n i t q u i c k l y . But t o i n s u r e g r e a t e r a c c u r a c y and speed, p l e a s e f i l l blanks. My name i s ________________________ i n t he f o l l o w i n g ___ I work f o r (Mr. or Mr s . ) _________________________________ He i s t h e company (owner or manager) ______________________ Company name Company a d d r e s s ______ „____________________ ______ _______________________ Company phone ________________________________ 1 1 ive a t ____________________ _______________ My local home phone number i s ______________ Please r e t u r n t h i s s h e e t in t h e provided stamped r e t u r n envel ope. Si n c e r e l y , The Department of Ag. Tech. jt 173 A P P E N D I X Second Reminder - - t o u p d a t e t h e H a i l i n g L i s t to the form 1n Appendix D.) Is your a d v i s e e ver needed! E ( Thi s page was a t t a c h e d WOW! We know t h e Ag. Tech. Commercial F l o r i c u l t u r e program can be Improved .................. c a n ' t I t ? So how about f i l l i n g In t h e bl a n k s on t h e a t t a c h e d s h e e t — even I f you a r e n ' t working In t h e f l o r a l I n d u s t r y . Then, j u s t r e t u r n 1 t i n t h e stamped, a d d r e s s e d e n v e l o p e . What c o u l d be e a s i e r ? I f you have a l r e a d y m a i l e d y o u r s I n , w e ' l l t r e a t you t o t h e .08 stamp on the e n v e l ope . Thank you. 174 A P P E N D I X F LIST OF STUDENTS AND RETAIL FLOWER SHOP OWNERS OR MANAGERS WHO TESTED THE QUESTIONNAIRE STUDENTS: Pam Horner C l a s s o f 1971 Peg Lepo Cl a s s o f 1972 V i r g i e Trowbri dge Cl a s s o f 1973 Dennis Crum Cl a s s o f 1973 Ron W h i t e f i e l d Cl a s s o f 1973 Jean Kolar Cl a s s o f 1972 Inge Mussche Cl a s s o f 1973 David McKillan Sophomore RETAIL FLORISTS: Gary Aube, Mgr. Barnes F l o r a l , Lansing J e r r y McKinley, Mgr. B a n c r o f t F l o r i s t , Lans i ng Robe r t B e n t l e y , Mgr. VanPeenans F l o w e r s , L a n s i n g Michael Holmes, Owner Holmes F l o r a l , Lansing L a r r y Smi t h, Owner S m i t h ' s F l o r a l , Lansing Lloyd Thompson, Owner Arcade F l o r i s t , F l i n t 175 A P P E N D I X MICHIGAN STATE UNIVERSITY east l a n s in g G • Mi c h i g a n t_S Tf. 1. A bility to dt-ugn carto^rt- 3. A bility to deafen tiorj and hnapltal J. A bility i l l i i pul y . - i funtial 4. A bility to design w e d d i n g worK, J. A bility to dealp.n n o v e l t y arrangt-rcnta. A bility to dralgn at 7. A bility to design w ith "a ft. A bility to design w ith permanent 9. A bility to roi.tjr.fra the 1 t r i i y.nlza II. A bility to prlca 1). A b ility to p r im profitably. A b ility to aaprrl-. r i frrah Abi l i t y to Ability t :o. A b i111V to p m . t i .m . Ablilt, t . 1r. Jl .1 I it.lt (Hi,, i (. the arrangi-manta ai-i.l t T „ . i r r i . i l h e r ! 1. n i t m .1 pi .-.1 ! ■ ' j t . . l u s e t . . r m r r i J .1 1 1 V t n w i t 1 . 1 11.1 y r El­ i .I.' lot i .it . t tit"'.* I ll' I tl 1 .Hi A III I 0. " I , i ... w I tlow .-la i 1' W ill. i 1*1-1 M l i . i t . . .. 11 i ll 11, t ! to ltay . 'I'.-l,* - a CD □ a □ CD a □ a □ □ □ czi CD a n r~j in 0 L. 1 CD CD n i l . l n t l lt>na. labor . .nd il f . vh.it p r f c I a I *> t ha I n t l n r n r i m l i p t p r o i 1 1 ..h 1 y . . 11 . -i T. I . . dealgn-viaa. sellin g tolor dtlid ........... n n hai,A11 I.a: .11. A hilttv plant u . 32. if, j.Jviaj 19. 21. u nd A b i l i t y t o p l . . n a n d i-i. t i r. . i t r COt . l b o t l . J t g r p a l I I I‘ k . A b ility to triiig n lre f l o w , to., p l a n t » .aid viahes m aterials. a r rang.-n.i-m k p t o i l t . d l y . p r a i t l c u and d . t . l g n . th.it lb. dried n p. - r t n n t o o f ufie g o o d parrt . j rn. nt 17. la. and c r o a t 1v i - l y ) . Cdefcign and t hi- to IS* sprrd. flail" intarpti't A bility 14. a good A b i lit y tr r o m c n l i c y o u 're "l.ravy on." 11. □ □ a a o a □ CD a r r a n p r m a n t ■. 6. 10. □ a r r angi'tufnta . CD i.;*] V. i ..tiA a ii p p 1l . - a . I u, . ■ 1 you UA*.; DOST I i 1. J 179 l!'r PM.Mtt OF T H I S S K I L L TT, X YCVR ?bTr,i \i ,jon S e c t i o n I * (r • F o r F otti c r s i u ' t C o r p e i e n i T - i r <■ n o - in ih r kj 1s . R elated :i. At: 11 i T y ! >' A bility t ■ 23. A M I 1ty t 26. AM l i t v 27. AM J M y ir ii.i *e r : j 1 *: . \ : ; - < no*.* 7 i 1 r i . 1 ; 28. A bility t ’ A 'j i 1 1 T y r 30. Lr. ! * f r. r . I\ r r l i *. v ; « <■ . s : 31. A bility t. M , ..-.j A bility t . 31. ib i .lr r h t «uM . 1C. l'r. 35. l!n 1 c M t A.. . 36. UnJ. 37. I ' n . c t ■-? . l e t s t Jr. : u t j r . ■■ t i J r i -.t T>. { .. J r J .3. / M i - . 1 i . y t , ! ’" i 1 1 1 e *, p i . i t; . i *: i iM r.k • f* ( r i 11 . i t jl.r.j 1 c I it i*. - 1 1.4* ; tn . v -t v i r * 1 si r ■ ; f ,i till I- . l V . ‘I ; n.i u - : . '.*• r v 1 1 . ; i.i :■ i i *. I. vi ;■ < * r- 2 i . ti . . .. f 1 r r l i t i . '.s TM e ..i,J * h 11 ! u n '•*1 . -w r: y, A : t. f. 4 . i i t,.* :: i l . i l ■ ,ii' r~i p r f t>. i.) a : : . ■. t #» . i r . rn . '.'Im s. ; .*'• l i . : l f »• : , * iji » t i i l h .1 (1 trvfit 1 r .+• 1 1 l.,n. .i 1 * 1 y wi t h a> '. ~ I , 1 '. :- r P in £ r.m ; r; i . 1t < J . c.,' v i ' ( p 4 i n m u l . ^ v i h ^ *»,>■. r l Mnrliulturr i t 11 Tf ir ;: 1 i i ..I ; t • p u : .1.. ■i. if 1? Thu f K :> I 11 ( I U I !. 1 . 1 ’ , . , 17 1 . * 11 * ", ft*' 4 r .i 1fju.i 1j ( v f f Ti i r J i] **,i n l IU I In' y .-.if £i r i . t 1J r . i ..1 ' ( ♦. i,.’ j Th*^rit:/ Thu I y i stV r i o r *1 i'i - \ i<. 7. . 1l H it o p t I'j l i ; l i i i i i; ; i .j I T u r . S tud rnts 1 II 9 ‘, l v c Forr.r r. i r . k 2, 3. 10 tu :. i iI Fy A l l Out .! im | i . . ] . , u i» | ,]*• b]’< i i > v [ n t j 1 v. m u . i k , ' It r * u;. . i ; t i!i < 1 11 >■ . .. I..-, i m m ) . CD t | , iii,|O r 'J' f 1 >>i | . u 11u * *• i.«il <• r i . :i . •1 t* [ . _1 l ; t», [ ] f ) ciny 183 Section T c (2) Program Improvement ( c a n ' t . ) F i l l e d O u t By A l l Former S t u d e n t * T M e e e c t l o n 1* d e a f e n e d t o f i v e d e t a i l e d I n f o r m a t i o n a* t o h o w important each ono o f tho a ta to r c n ta t.-lc w v c r e to your u n d e r ­ standing o f tho F l o r e l Induatry nnd/or your r e la t io n to I t . P l e e e * rank r n r h Rankin g S c a l e : 1. 2. ]. i. of the atarer-ent* b elo w w ith either * 1 , 2 , 3 or *. Mot I n v o l v e d . S l i g h t l y important C o n e ld o ra h ly Important E x tre m e ly Important etr-ncnt» Calnlng a b e t t e r undaratandlng L e a r n i n g mor* a b o u t Induatry of yourtelf, opportunltlea a n e o u r j g e n e n t , c h a l l e n g e , end aenae o f e u c c a e e you to continue your ed ucation a fte r le a v in g of Internet due to Becoming a c q u a i n t e d w i t h I n d u a t r y p e o p l e frlendahlp or a p p r ecia tio n for then. Developing an appreciation ef the Developing to greater a k in sh ip , or feelin g , underarandlng. for Your Informal dlacuaalona w ith fellow Your Informal dlacuaalona w ith the Your p a r t - t i m e Your c o n t a c t s work w ith experience* the Your e x t r a - c u r r i c u l a r Other* the you to clcaerooa get through a job eubject and d e v elo p e d Induatry your requirem ent*. Receiving th e naceaeary fo r th e program. flelde enable end kind of ch oite. new which and eb llltle * R eceiving the fie ld of your D iscovering training your lta In the □ area*. a periodical*. Induatry which he* l a' d atudent*. lnetruccora. (noc Placement T raining). program a d i t i n l e t r a t o r a . activities. ( L i s t ) ________________________________________________________________________________ 1 ) □ a a n □ a a □ i__i a cn 184 Section 1. (3) fc ( O C or-nercial F l o r ic u l t u r e T ec h n ic a l Program e n t e r i n g the Industry? P le a s e check th e NO Do y o u f o o l t h a t t h r o u g h t h o c o u r s e w o r k a n d t h a P l a c e m e n t T r a i n i n g a t t e n t i o n you g a in e d a good b a ck g ro u n d in F i o r 1c u l t u r c ? Please check the appropriate re sp o n se . VLS 3. c Would y o u r t c o n o s d t h e to a frien d con sid ering appropriate response. ycs 4. I NO P l e a s e make a n y c o - .n e n t e h e r o Program u h l c h nay h e lp in l t a a b o u t t h a Co.ratierclal F l o r i c u l t u r e e v a l u a t i o n and i m p r o v e m e n t . Technical 185 Section 11 • J O * HISTORY for A ll Former Student* F le a * * I n d i c a t e your employment h i s t o r y s i n c e l e a v i n g t h e F l o r i c u l t u r e Techn ical rrngr.m (Short C n u rse). B o g i n w i t h y o u r P B r s f V T Jo b and w o r k backward*. L i s t o n l y t h o s e j o b s I n w h i c h y o u n p r n t n o t e t h j n 10 h o u r a par week and v r r e e m p l o y e d f o r more t h a n two m o n th * . P r ev en t Job ------------------- - JOB T i n t Data* of T r o m Mo . to Mo . Employment MWI HLY S A l ^ R Y ! S t a r t in g Salary Current Salary or Reason* to r tach Job Ending Yr. Yr. Second Job ---------------------Mo. Ho. t * S S Yr. Yr. Leaving 1. D idn't Ilk* 1. D id n 't Ilk* em ployee*. 1. Low w a g e * . A. Didn't S. Advanced Job. em ployer. other F I * a a a Rank Your Reason* f o r le a v in g th l* Job by p lacin g tha a p p r o p r ia t e number fro m t h e l e f t m a rg in i n t h e boura below. Most Ilk* to Important th* work. better □ B. W orkin g c o n d i t i o n * . 7. R e q u i t e d more t r a i n ­ in g than t had. L eas Im p o rtan t I. M ilitary. 1. School. □ 10. Other* ( L i s t ) ___________ 11. ______________ I I . ______________ 11. Laaat Important ______ □ 186 Section II a (con't.) J OB HISTORY Fo r A l l Former Student* Third Date* o f Tourth Job F.mpl o y m r n t HOHTKLY SALARY: S ta rtin g Salary Currant nr Fnding Salary Reaaona f o r L e a v in g Each J ob . 1. D idn't Ilk* employer. I. D idn't lik e eaployeea. J. Low v a g r e . 4. D idn't 5. Advanced Job. 4. Uorklng T. R e q u i r e d more t r a i n ­ in g than I had. •. M ilitary, V, School. othrr Fron Ho. to Mo. to Mo . Mo . S 1 1 * r i e a a * Rank Your Braaona for le a v in g t h l * Job by p l a c i n g th* a p p r o p r ia te number from t h e l e f t m argin in th* bone* below. Moat Ilk* Yr. Yr . Important Yr. Yr. P l e a * * Rank Yo ur Reaaona fo r l e a v i n g t h i e Job by p l a c i n g the appropriate number from t h e l e f t margin in th* boaea below. Mo*t Important th* work. better □ □ 10. Job ------------------------ --------------------- JOB T l T I . r . condition*. Lea* Other* ( L l e t ) ________ Important Lea* l a p o r t a n t □ □ 11. 11. 11. Lv«nt 1mpoH«nt □ Laaat laportant □ 187 Section II (ton't.) a JOB HI STOUT For A l l form er Student* Datra nf S l a t h Job -------------------- T il t h Jrh -------------------- JOB TI TLE F r o m Mo, to Mo. Employment MObTHLY S ALARY: S t a t t ln g Salary C u r r e n t o r Ending Salary Reaaone (or Leaving EA c h J o b . 1, D idn’t lik e employer. 1. D idn't lik e employee*. ). Low w i | t i , 4. D idn't ). Advanred 6. Working 7. R e q u i r e d more t r a i n ­ i n g t h a n I had. B. M ilitary. f. School. 10. Othara other to Mo . Mo . Yr. Yr. 1 t t t F l e a a e Bank Yo ur Aeaiona tor l e a v i n g t h l # jo b by p l a r l n g tha a p propriate numb** f r o m t h * l e f t m argin In t h e boaea below F l e a a e Bank Your Reaaone fo r le a v in g t h l * j o b by p l a c i n g th* appropriate number from t h e l e f t arargtn In t h a b oaea below. Moat Ilk* Yr. Yr. Important Moat Important tha work. batter job. rondltlona, □ □ Lea* lm pottant Lea* important ( L l a t ) , ________ .___ P □ 11. Lr«»t important l.eaat Important 1). n n A P P E N D I X M I C H I G A N ( oim .r of 5 T A T I : A fvniftm ri INr «p; r . t t n m i d t ■' I o.i rr. wii.ii sinoo h ivinp M.S.U. K v u n t h o u g h y o u m. i v n o t n o w h o wo , i r o m o s t i n t i ■11 ■s 11 ■d j ,. v o u r l i n t - wo' ianmnci I ninpJnyod or in liio Wi t h y o u r lu- Ip wo I .III i m p i o v o I Is p i ' o p i ..m 1 I h o t t r . i d i n ' i n g h o ! i s r t m i n. I p. ■ p h . with W o u l d y i ii p h •. i si ■ t . iko -I l o w ir.. im. si I s n i w , i; i d t i l l o . r . y - t o - **11 s wi *t ' | in - s t i • >ii n . i i r o ‘ ■l , • | Vi 1 l o p ! J " i d d l o ‘ ■ c ,| Tiion ml mu |> I O V I d o d . 188 t h w i uihis t t v i work. it in I In- v. i i i out In ’p lilld, . t o mpii A P P E N D I X MICHIGAN STATE UNIVERSITY J east lansino • Michigan m u COLLEGE OP AGRICULTURE AND NATURAL RESOURCES INSTITUTE OP AGRICULTURAL TECITNOLOGV • AGRICULTURE HALL We would l i k e t o be nb lc t o s u p p l y y o u w i t h b e t t e r t r a i n e d e m p lo y e e s! To do t h i s we ne e d t o Improve t h e q u a l i t y o f our Commercial F l o r i c u l t u r e T e c h n i c a l Program a t Michigan S t a t e U niversity. Because you employ a former s t u d e n t o f t h i s program we v a l u e your u n b i a s e d o p i n i o n s and t h o u g h t s . E n c lo s e d i s an Employers Q u e s t i o n n a i r e . We w o u l d be g r a t e ­ f u l i f you would s p e n d a few t h o u g h t f u l moments r e s p o n d i n g t o i t . The q u e s t i o n s a r e e a s y t o a n s w e r . When i t i s c o m p l e t e d , p l e a s e r e t u r n i t addressed envelope provided. BesL in the s t a m p e d s e l f - Wishes iii You, D r . 11. Eeker Hi r e d o r of i ho Agr i t u ] La ra 1 189 'J'l : i institute bin 1e g y ni A P P E N D IX K Section I d Employer Background I n f o r m a t i o n S h e e t To lie F i l l e d Out By A l l E m p lo y e r s Who P r e s e n t l y Employ A Fortner S t u d e n t Name o f p e r s o n c o m p l e t i n g t h i s form: T i t l e or p o s i t i o n in f i r m : Name o f f i r m : _________________________ Address o f fi r m : 1. E=L Rural a r e a V i l l a g e or s m a l l town R e sid en tia l area Neighborhood s n o p p i n g a r e a Large s h o p p i n g c e n t e r or m a l l M etropolitan ( la r g e c i t y ) area Ot her , s p e c i f y ___________________ (Two o n e - n a i f tim e e m p l o y e e s e q u a l one f u l l - t i m e e m p l o y e e . ) Our s t o r c ( s ) a. b. c. d. 4. (check a l l th at a p p l y ) . I hav e th e f o l l o w i n g number o f e m p l o y e e s : 2. 3. _______________________________________________________________ STREET CITY STATE ZIP My shop i s l o c a t e d i n : a. b. c. d. c. f. g. _________ ann ua l volume i s : ( c h o c k t h e a p p r o p r i a t e box) $0 - $ 5 0 , 0 0 0 $50,001) - $ 1 0 0 , 0 0 0 $100,000 - $250,000 ov e r $ 2 5 0 , 0 0 0 I u s u a l l y f i n d and h i r e new e m p l o y e e s from: box(s) . c n oc k i h c a p p r o p r i a t e | a. Ofi tiic s t r e e t and t r a i n them inyse 1 i . j b . A U n i v e r s i t y " t e c h n i c a l " program. c. A U n i v e r s i t y 4 - y e a r H o r t i c u l t u r e program. d. A v o c a t i o n a l s c n o o l . o. D e s ig n S c h o o l s f . Otner s o u r c e s ( e x p l a i n ) 5. In the p a s t 5 y e a r s , how many Ag. Tech s t u d e n t s have you: a number i n ea ch box) a a. b. h ir e d for Placement T raining? Hire d a f t e r t h e y l e f t tile A g . Tech program? 190 (P lace 191 Section X d ( c o n ' t . ) In fo r m at io n R e l a t i n g D i r e c t l y t o t h e Former S t u d e n t 6. What p o s i t i o n i s p r e s e n t l y h e l d by th e fo r m e r s t u d e n t ? T i t l e of p o s i t i o n : _____________________________ __________ 7. How s a t i s f i e d arc you w i t h t h e work o f t h e former s t u d e n t ? ja. _|b. c. T d . Check o n e . Very s a t i s f i e d S atisfied D issatisfied Very d i s s a t i s f i e d Hou docs t h e emplo ye e compare vjfth o t h e r e m p l o y e e s i n y o u r f i r m on q u a l i t y and n u a n t i tv o f work p r o d u c e d . P l a c e a c he ck ( / ) a l o n g the r a t i n g l i n e t o i n d i c a t e t h e r a t i n g o f the fo r m e r s t u d e n t . 8. How does he compare t o a p e r s o n w i t h no f o r m a l t r a i n i n g and no e x p e r i e n c e i n the i n d u s t r y ? ( I f t h e r e i s no one w i t h w hi c h t o compare, c he ck h e r e . l Z D ) Superior In ferior Q u a l i t y o f w o r k .......................................................................... ' « Q uan tit y o f work How docs he compare t o a p e r s o n w i t h n_o f o r m a l trn i n i n g and t n c • same number o f y e a r s o f e x p e r i e n c e i n t o e i n d u s t r y ? ( I f there i s no one w i t h which t o compare, c h e c k h e r e I I ) . Superior Q u a l i t y o f work * 1 Inferior ' * 1 '__ ' ' *_____ '___ ' Q u a n ti ty o f work * 10. How does he compare t o a p e r s o n w i t h im forma 1 t r a i n i n g and t wo years more e x p e r i e n c e i n the i n d u s t r y ? ( I f t h n e i s no one w i t h which t o compare, c h e c k h e r e . d i ) Superior Q u ali ty o f work ' _____ '_____ '_____ 1 Qu an tit y o f work ' I I n f e rinr * • ' ' • r 1 192 11. How does he compare t o a p e r s o n w i t h no. f o r m a l t r a i n i n g and fo u r yea rs more e x p e r i e n c e i n t h e i n d u s t r y ? ( I f t h e r e i s no one w i t h which to compare, c he ck h e r e . j ^ j j Su pe ri or *____ ' In f o r i o r *______ 1 '______* 1_____ [_____ 1 Q u a l i t y o f work ' Qu an tity o f work _______ [____ [____ [______ \_____ *______ [_____ [_____ '_____ 1 Rating o f S k i l l s o f the Former S t u d e n t . . . . (Your P r e s e n t Employee) This s e c t i o n i s d e s i g n e d t o d e t e r m i n e th e i m p o r t a n c e o f v a r i o u s s k i l l s needed i n the p e r f o r m a n c e o f t h e e m p lo ye e s j o b . . . a n d . . . t o determine the a b i l i t y o f t h e fo r m e r s t u d e n t to p e r f o r m t h o s e s k i l l s * DIRECTIONS FOR THE NEXT PAGE: 1. How im p orta nt i s P l e a s e rank ( 1 , 2 , number per b o x . ) t h i s s k i l l t o t h e e m p lo y e e s p r e s e n t j o b ? 3 or 4 ) yo ur r e s p o n s e i n t h e b o x . d ) (O n ly ONE Column: 1: 2: 3: 4: 2. Not r e q u i r e d t o s a t i s f a c t o r i l y p er for m h i s jo b S l i g h t l y im p o r t a n t Considerably im portant C r i t i c a l l y im p o r t a n t How would you e v a l u a t e h i s a b i l i t y t o perform the s k i l l ? I n d ic a t e h i s a b i l i t y t o p e r f o r m t h e s k i l l by p l a c i n g a t a n k i n g number ( 1 , 2 , 3 or 4) i n t h e bo x . r —T Column: L i t t l e or no a b i l i t y t o p e r fo r m the s k i l l Needs improvement t o p r o p e r l y do the j o b S k i l l s are g e n e r a l l y s a t i s f a c t o r y f o r p r e s e n t Outstanding a b i l i t y t o perform s k i l l j ob 193 lirrOTTASCE skill tor OF THI S HI S FPLSL.M1 J08 EVALUATE YOUR F O R l t H s t l d l .t ' s FLPFOP. 'LV. CE Section t d ( c o n ' t . ) tr FOR EUTLCTYtnS TO F I L L OCT * r* C o o p * t e n c 1e a and S kill* R elated Vtl- Toi FLORAL DLSI C. t I. A bility to design 7. A bility to d o a l e r t bot ae a n d h o s p i t a l J, A bility to daaijn funeral 4. A bility to daalcn wadJlng work. 3* A bility to dealcn novelty A. A bility to daalcn at 7. A b ility to d esign c r e a tiv e ly .) with "a B. A bility to m aterial*. ulth permanent 9. A b ility to lntarprat deatcn-w lau. C ill t356 = Ei m r * 111!* cors*c**> a rra n ji» n il, arrangement*. r~j CZJ 03 03 03 03 r.n arrancaoenta. L__ 1 C l a c o<1d a p a u d . flair*' (dualgn CC1 □ □ □ □ □ n i daalcn and d r i e d L th* customer* viatica 10. A b ility to recognize tha what y o u ’r* "neavy on." Important* II. A b ility to recognize comblnat I o n a . uae 17. A bility 1). A b ility to Price profitably. 14. A bility aspect* L5. Ability to to of price and freah B alling □ good color arrangeewnia pormanant p r a c t i c * and d aalcn , that of : and dried n p rollieb ly. C 3 at rangeacntt i i' appreciate- the b u i i i i i w la dualgn p r o f it a b ly . t o p l a n and e b t l m i t e I ho B iltur lel cn a te o f lutpu p u t t i e s . U l.ibor and n n ! ; 194 i;iponTMict or | this S KI LL FOR HI S P A E S t b T EVALUATE YOUR F O . t l R S T UD E N T ' S Pt nrORJIAL' CE JOB Section I d (con 't.) \ i FOR LKPLOYLIIS TO T I L L OUT i l! £ if C ctpelanclaa and Skills Fa l a t a d To: ,.p - n- OFWL DESI CH r~i c. r. W0 1. © £' c~ c: mi V g L u, * t 1: I- ISh" -J V. 2/1 a Lkl C' if. ffih s 1 2 J 16, A b i l i t y to a d v l s a c u i I d m i i on prob lat t a. h o t t l c u l t u r *1 11. A b i l i t y t o > a c o | ; n l r a and u t o cor.i-nrc J a l l y Crown ( l o w i t i , p l a n t s and f o l l i e s . 1 8. A b i l i t y t o tiondla and c a r a ( o r cut f l ower s and f o l l * c * s . If. A b i l i t y to h a n d l e and c a r a ( o r b l o o o l n s and ( o l l a r . o p l a n t s . 10. A b i l i t y t o r e c o £ n l i a and uaa f o a a l , ( l l l a r a and p r a a a r v a t l v a s . 21. A b i l i t y t o t a c o s n l i o and uaa nose aval l a b i a s u p p l i e s and n a i e r l a l a , 22. Others ( H a t ) _______________________________ □ □ □ □ □ □ □ <• □ □ □ □ □ □ □ u □ m □ I'D □ 195 I PTGSTANCE OF T H I S S K I L L FOil H I S F.T£SLNT Ev a l u a t e OUR F C r . t L R STUbL. i' T 1S T i k i O U1A..CE J03 Section I d (con't.) i£ FOR LllPLOYETtS TO FILL o u t U- r-1 t~l r a C om petencies end S kills R elated E.flj Clj H ] ), A bility to partahsbls 3b. A bility to p urchase 23. A bility to price p erlsnable 36. A bility to price non-perlenable 37. A bility to plan IS. A b i l i t y t o p l a n and t u c u t s window d i s p l a y s . 29. A b i l i t y to s u c c e s s f u l l y the public. 30. Understanding 31. A bility to plan 37. A bility to be 33. U nderstanding the uaa 31. U nderstanding etonoay. the Importance 31. Understanding Inventory 36. Understanding and p r a c t i c i n g stock 17. U nderstanding the w orking cred it, IS. Unde r e t e l i d i n g tha w ire 39. Understanding creative the oerchandlea. o narchandlta end narchsndlta. prom otions. ln -store near and and deal w ith □ £; □ □ □ a □ □ □ □ □ iB portance and tjrchsndlse, n o n - p a r l e h o b lo advertising I e-i c< U '.\ c . To: F l o u t * s h o p ;tA;iACC:c: ;T purchase fV of think ahead. Innovative. (Idea of public person) financial of control of relatione. records. tine and end a c t i o n turnover. rotation, services. aerchsndlslng. n n □ □ □ □ □ □ □ □ □ □ □ □ n n □ C3 196 IKTORTA'JCE EVALUATE of our mis S K I L L FOR H I S FRESL. VT J0!i _________ Section 1 d roruiER STIRCHT1S VLhrORiAtlCE (con't.) FOR EI 1PL0YLRS TO F I L L OUT ti -d S r tz Cos-patentl** and S k l l l i R alutcd H fc To: FLOWER SHOP i l ANACE. I LM i '( • it-i-Lilt Eli 40. A bility to ta ll 41. A bility Banner. to uaa 42. A bility to communicate 43. A bility to apall 44. A b ility ^ 45 . A bility 46. A b i l i t y to organ Ira atcp loyaea work d u t l e a and t a l l o w t h r o u g h . 47. A bility batvaen to m a in ta in a p o u lt lv u em ployer and a&ploy.io, 4B. A bility to 49. A b ility to m aintain anthualaam. worker 50. A bility and 51. Other* ovar tha tha 34 □ phono. phone in a □ □ b u a l n e * a ~ l l ' «a . J wa LI reaaonably tocjiunlcaia to w rlta to "gat w all. along" w ith em ploy***. Intaraat atlm ulata □ □ relatlonihlp other □ cm In w r i t i n g . legibly. m otivate UNIVERSITY n a tu r a l r N 5 TI TUTB O F AGKI CUI TCRAI . Tf L. LINOI O H V east l a n s in g N • m ic h ic . an m u hi a o c k c f s • A g M C V L T U A B HALL Tin? l a s t week o f A p r i l , we? B en t you a quc a t i o n n a i r e . S i n c e i t h i t you at a r a t h e r p o o r ( h o l i d a y ) time and c o u l d e a s i l y ha v e been l o s t in the s h u f f l e , we are e n c l o s i n g a n o t h e r o n e . The whole p u r p o s e o f t h i s s t u d y I s to g e t f e e d b a c k from e m p l o y e r s l i k e y o u r s e l f , who h a v e a former M . S . U . Commercial F l o r i c u l t u r e s t u d e n t working in your o r g a n i z a t i o n . We have a l s o s e n t a q u e s t i o n n a i r e t o fo r m e r s t u d e n t s t o l e a r n t h e i r v ie w s on our program and now wo u ld l i k e y o u r s - t o g e t a d i f f e r e n t p e r ­ spective. Your r e s p o n s e s to Lhe e a s i l y an s w er e d q u e s t i o n s w i l l he us ed as a b a s i s for program e v a l u a t i o n and imp ro ve m e nt . Your commenLs w i l l be most w el com e and w i l l be a g r e a t c o n t r i b u t i o n toward i n d u s t r y e m p l o y e e im p ro v e m e n t , s o m e t h i n g we a re a l l i n t e r e s t e d i n . We w o u l d a p p r e c i a t e i t v e r y much i f you o m i d t a k e a le w m in ut e ;., l i l l out the q u e s t i o n n a i r e and r e t u r n i t in t h e e n c l o s e d s t a m p e d , s e l l addressed e n v e lo p e . Thank you. S in co re Jy , Hr . H. lk l i i D ir e c to r of the I n s t i t u t e of A g r ic u lt u r a l Technology HE/jt I’ .S . If you have a l r e a d y f i l l e d p l e a s e ig n o r e t h i s l e t t e r . o u t and r e t u r n e d l h e ques t i onn.ii ic , 199 A P P E N D I X lETTM PEAK FRlENO THANK VOU FOE HOUt L £ U « SlUCEttLV, HELEN 5UEETSTOAV * LiTTff nan 0 SHE CAlLfO *1 ' DEAR"' SHE LOVES ME! *SACEREi.V " SHE SArP... OH, THAT 5 pEAuTfFVL! HElEN StJKTTOW THIS rs Y I w e w r WOTHtt I | FORM * 1 L m a * LETTER!! J a n e 7 5, 7973 PeaA _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ AnothcA AemindeA t h a t we v a lu e n a tu fa i TfCH N O IO G Y fast l a n d in g Q - Mic h ig a n FrA orFrr.s • AGAICULTTIAF HAIL 1973 Thank you co v e r y much f o r f i l l i n g o u t t h e q u e s t i o n n a i r e and r e t u r n ­ ing i t t o u s . I t w i l l h e a b i g h e l p i n s t r e n g t h e n i n g t h e Commercial F l o r i c u l t u r e program a t M.S.U. T h e r e i s a b i g t e m p t a t i o n when r e c e i v i n g a q u e s t i o n n a i r e - t o u s e the "round f i l e " e s p e c i a l l y when you a r e i n a h o l i d a y s i t u a t i o n . We're glad y o u didn* t ! Again, thanks f o r y o u r a s s i s t a n c e and c o o p e r a t i o n i n t h i s e f f o r t : . S in cerely , H r . II E c k e r D i r e c t o r of of UK/ j t 203 the A gricultural institute i e r i m o Iugv A P P E N D I X R Former S t u d e n t s Who P a r t i c i p a t e d In t h e F o llo w - u p Study S t u d e n t s a r e l i s t e d by t h e y e a r t h e y l e f t t h e prog ram , e i t h e r by The a d d r e s s e s a r e c o r r e c t as o f g rad u a tio n o r due to w i t h d r a w a l . June 1, 1973. 1966 1965 Glen E. C o l l i s o n Box 66 Conklin, Michigan Theodore E. Dorl 4014 Montgomery Road C i n c i n n a t i , Ohio 45212 James Lee Dionne 1111 Hewitt S t . Neenah, W isco nsin David S. Games 245 E. Second S t . C i r a r d , Ohio 44420 Hurd Dean 1001 E. U n i v e r s i t y , A p t. 3-B Ann Arbor, Michigan 48104 J u l i a Ganser (Aulback) Route #3 H a r t f o r d C i t y , I n d i a n a 47348 John Mattern 15D C i r c l e Dr. Tiborun, C a l i f . P h y l l i s Genter (V llcans) 4690 N.W. S t r o n g Creek Comstock Park Grand R a p id s , M i c h l t a n 49321 94920 Michael M a t te r n 1327 42nd Ave. San F r a n c i s c o , C a l i f . 94122 Mary H a u b e n s t r i c k e r (Dudley) 1048 Church Road, N. Adams O s se o , Michigan 1966 Linda Bloye (Brown) 519 Ann S t . East L ansin g, Michigan 48823 Ronald Brahmer 34240 F o u n ta in Blvd. Westland, Michigan 48185 J u d i t h B. C o r n e l l ( G r o s s ) 830 Spring Ann Arbor, Michigan 48103 Ja nice C u t l e r (VanNortwick) Route #1 Pentwater, Michigan Randal Jones 837 Will ana M i l a n , Michigan Glenda Lamoreaux (W right) 10721 W. Poke Road Sumner, Michigan 48889 Ken G. P i p e s 2239 Alva C i r c l e S a l t Lake C i t y , Utah Dave Rayment 1717 S. 12 Ave. Lake Worth, F l o r i d a 33460 205 1966 1967 Douglas Richardso n 16535 B e n t l e r D e t r o i t , Michigan 48219 Thomas E. Harbulak 121 Pa rk Ave. Daytona Beach, F l o r i d a 32018 Charles Roeschlaub 225 Dorothy S t . Syracuse, New York L a r r y James K e s s l e r 3040 Ja ck s o n Saginaw, Michigan 48601 13200 Wallace C. S c h l i n g Charles River School Dover, Mass. 02030 L a r r y L. Lamberson 932 S.W. 15th T e r r a c e #2 F t. Lauderdale, F lorida Arthur D. S e l l e v o l d 14220 Haymeadow Dr. Apt. 2061 D a l la s , Texas 75240 J a n i s K. Morden ( V a l U e ) Royal wood Ave. Houghton, Michigan 49931 C h a r l o t t e Temple (Huffman) 1310 Wells N i l e s , Michigan Daniel R. P e r k i n s 35400 E u c l i d A v e . , A pt. A206 W illo u g h b y , Ohio Jean Williamson (Wasserman) 874 North B ro ok sid e Muskegon, Michigan E r i c h A. Pudwell Route 1 Grand P a r k , I l l i n o i s 60940 C e d i 1a A. Scrime ( L au lg n e) Four Seasons T r a i l e r C t . , R #2 P l a t t s b u r g h , New York 12901 1967 Francis S. Anthony (R id g e) 610 W. S ix th S t . F l i n t , Michigan Leonard H. B easle y Hg. Co. SBSD AP. New York 09178 Susan K. C a r s t e n s 715 S.E. 12 Ct. Ft. L au de rdale, F l o r i d a Lee E. Deephouse Disb. On S i t e Exam Team Montford P o i n t MCB Camp Lejune, N. C. 28542 Lonnie L. Dudley 415 West Rail Road Dowagiac, Michigan J o s e p h E. Smith 1508 C l a i r m o n t P l a c e N a s h v i l l e , Tenn. 37215 Wi11iam R. Sm1th 3557 H a r t l a n d Road G a s p o r t , New York 14067 33316 John G. Vandersalm 10975 Tanglewood H i l l s R i c h l a n d , Michigan G a rren D. Wellman 275 P r o s p e c t S t . , A p t . 2B E. O r a n g e , New J e r s e y 07017 206 1968 1968 Sharon F. Are ndt ( L a n i e r ) 437 S. Seventh B rig hto n , Michigan 48116 Rosemarie S e s t i t o ( O b e r l a n d e r ) 29 P a e d e g a t 15th S t . Bro o k ly n , New York Dan L. A r e n t 1887 Ogden Ave. Benton Harbo r, Michigan 49022 Tomas 0 . S i g u r 26035 Mound Road Warren, Michigan Roberta J . B e tt e s w o r t h 3114 F l u s h in g Road F l i n t , Michigan 48504 Norman H. S i l k 5743 N o r t h R iv er Road Marine C i t y , Michigan 48039 Robert A. F r a s e r 79 H i l l c r e s t Dr. Moncton, New Brunswich, Canada James R. Smart 1145 B othw ell Dr. S w if t C u r r e n t , S a s k a t c h e w a n , Canada Kathy J . Hansen 342 Eureka S. E. Grand R a p id s , Michigan 49506 Dianne S t o n e r (Winslow) 7852 E. C i r c l e J a c k s o n , Michigan Jean M. Heddins 1587 S. C o n g r e s s , Apt. 38 Y p s i l a n t i , Michigan 48187 Terry Long 3929 W i l l y ' s Parkway Toledo, Ohio 43612 Gayanne M. M a nsfield (Wood) 4535 Bethune Orchard Lake, Michigan Thomas E. Matula 5965 W. Michigan Apt. A-3 Saginaw, Michigan 48603 Kathleen C. McMullen ( L a s l e y ) 748 Edgewood Jackson, Michigan 49202 Richard E. S c h u l tz 10293 C e d a r c r e s t D r . , R #1 Whitmore Lake, Michigan Norene Kay S e l l e r s ( T r o t t ) Route #1 Reading, Michigan 1969 M arily n Burnham ( J o h n s o n ) 38 Rockla nd Road T r e n t o n , New J e r s e y 08638 Susan C h a p p ell ( C a s t o r a ) 16529 Salem D e t r o i t , Michigan 48219 Ba rbara F . Drake 1506 E i f e r t Road H o l t , M ic h ig a n 48842 Anton W. G a e r t n e r 1965 Brockway Saginaw, Michigan 48601 K a th le en A. G a l b r e a t h (Yankee) 6399 I r o q u o i s , R # 1 , Box 665W Oscoda, M ichig an 48750 K r i s t i n e R. Hanmond ( H a l l ) Lot #25, 385 W. Brown B e a v e r t o n , Michigan 48612 Merle K l o t z 906 Napoleon Road Bowling G r e e n , Ohio 207 1970 1969 Daniel J . Hagan 2540 North 6 5 th Wauwatosa, W isconsin Louis Lappa 19801 MacArthur D e t r o i t , Michigan Becky L. McNeill Winnans Road Alma, Michigan 53200 Kimberly Howes ( S c h l p p e r s ) 1349 Crooked Lake Dr. Kalamazoo, Michigan 49009 (Fleury) Russell Nelson 60 N. Racoon Road, Apt. 48 Youngstown, Ohio 44515 W illiam E. LaChine, J r . 109 W il b e r S t . W a l l b r l d g e , Ohio 43465 Shiela T i l l o t s o n (Blough) 715 Buchanan A v e ., Apt. #1 Kalamazoo, Michigan 49008 Keith Lamphere 552 West Maple Mason, Michigan 48854 Alice M. S t a f f o r d ( M a r ti n ) 1315 M ulberry, Apt. 28 San Antonio, Texas C a t h e r i n e L. Mazny (Knot) 1803 1/2 W. Michigan Ave. Saginaw, Michigan 48602 Mary A. S trig g o w (Root) 6315 Jackman Road W. Toledo, Ohio Mark McCuthan 4830 P e n f a i r Columbus, Ohio Kathy L. Thrun (McLeod) 226 1/2 P r a i r i e S t . C h a r l o t t e , Michigan 48813 Ro b e rt J . M e i s t e 268 E. 24 S t . H o l l a n d , Michigan 49423 Dennis Wasserman 874 N. Bro oksi de Dr. Muskegon, Michigan 49441 Linda O t t (C urry ) 2831 M i l l S t . I d a , Michigan James A. Watt 6270 B e e c h f i e l d Dr. Lansing, Michigan Rich a rd Thibodeau 9297 B a l f o u r D e t r o i t , Michigan 48224 Mary Ann Wescott 1682 San Onofre Dr. Pacific P a lis a d e s , C a l i f . Mary L. Weishaupt 28 N. Smith New B u f f a l o , Michigan 49117 1970 Ja net Boehnlein (Fox) 330 Merrich S t . Adrian, Michigan 49221 Dawn B r e i n i n g e r 4255 S c o t t S t . Ft. Meyers, F l o r i d a 33901 90272 Thomas 0 . W illia m s 846 Bryan Bryan, Ohio 43506 Mona Ye (Mylnarczyk) 4247 S e v e n th S t . E c o r s e , Michigan 48229 A P P E N D I X S Employers Who P a r t ic ip a t e d in th e F o llo w -u p Study Mr. Bob A l d r i c h Aldrich F l o r a l S t u d i o 440 S. J e f f e r s o n Mason, Michigan 48854 Mr. J o e G a e r t n e r Roethke F l o w e r s , I n c . 404 N. Michigan Avenue Saginaw, Michigan 48602 Robert Anthony c/o Gordon Anthony F l o r i s t 402 W. C o urt S t . F l i n t , Michigan 48503 Mr. Ben Gregory Gregory F l o r i s t 925 E. L udlngton Ave. L u d in g t o n , Michigan 49431 Mr. W alte r C h u r c h i 11 c/o C h u r c h i l l ' s Flowers & G i f t s 5700 Monroe S t . Sy lvania , Ohio Mr. Herb H o r s le y H o r s l e y ' s Flow ers & G i f t s 715 S. Saginaw S t . M id lan d , Michigan 48640 Mr. Ted D o r l , Sr. Dorland Farm F l o r i s t 4627 Montgomery Road C i n c i n n a t i , Ohio 45212 Mr. H o s s l e r Canton Flower Shop C a n to n , Ohio 44702 Mr. W a lte r John son Momeuce Greenhouse 57 H i l l S t . Momence, I l l i n o i s Bill Durant Durant's Flowers 115 W. Michigan Y p s i l a n t i , Michigan 48197 60954 Mr. Kenreigh Endres Gross Flowers & G i f t s 30 S. Broad S t . C a n f i e l d , Ohio 44406 Mr. Fred FI i p s e Exotic Gardens 5701 S.W. 70th Ave. Davie, F l o r i d a 33305 Mr. K l o t z , S r . K lo tz Flower Farm Box 350, Napolean Road Bowling Green, Ohio 43402 Mr. F. Frasu Ray Frasu Lim ited Highland Square Moncton, New B ru n sw ic k , Canada Mr. W. Lamoreaux Edmore Greenhouse & Flower Shop 527 F i r s t S t . Edmore, Michigan 48827 Mr. C. P. F r u e h ' s Frueh's House o f Flowers 126 N. Washington Ave. Saginaw, Michigan 48607 Mr. Ed Lobb Ed L o b b's Flowers 1382 F o r t S t . L in c o ln P a r k , Michigan Mr. Harold G a e r t n e r G a e r t n e r ' s Greenhouse & Flo w er Shop 1958 Brockway S t . Saginaw, Michigan 48602 208 209 Mr. Parmenter Pa r m e n te r 's F l o r i s t , Inc. 178 East Brown S t . Birmingham, Michigan 48011 Mr. Valdher Holland O rc h ard s 29 West S t . H o l l a n d , Michigan Mr. Jack Reamer Blossom Shop 187 S. Howell S t . H i l l s d a l e , Michigan Mr. Gar VanBoochove VanBochove F lo w e r lan d 1019 M i l l e r Road Kalamazoo, M ichigan 49005 49242 Sandport Greenhouse I n c . 4322 DeForest Ave. Ft. Wayne, I n d ia n a 46809 Mr. Rovert Sauve Wanner's Flower Shop 2356 S. Michigan Ave. Saginaw, Michigan 48602 Mike Siedl Kesals F l o r i s t , I n c . 109 W. Grand River East Lansing, Michigan 48823 Mr. Ivan Sigur S i g u r 's Greenhouse 26005 Mound Road Warren, Michigan Mr. Vern Smith Smith's Flower Shop 164 F i r s t A v e . , N.E. Swift C u r r e n t , Sask a tch e w an , Canada Mr. Smith, Sr. Smith Roses, I n c . 3556 H artlan d Road Gasport, New York 14067 Manager, S t i l l m a n Bros. Flower C i ty 2972 S. 108th W. A l l i s , Wisconsin Mr. Thode Thode's F l o r i s t 1609 Lincoln Way LaPorte, Indiana 46350 Mr. Joe W underlln North S id e Greenhouse 1012 N. J e f f e r s o n S t . H artfo rd C ity , Indiana 47348