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75-14,722
CORRIGAN, Charles J., 1940A DESCRIPTION OF MANAGEMENT STYLES AND
RESOURCE SUPPORT SYSTEMS OF MICHIGAN
CCM4UNITY COLLEGE OCCUPATIONAL DEANS:
IMPLICATIONS FOR ADOPTION OF MANAGEMENT
BY OBJECTIVES.
Michigan State University, Ph.D., 1974
Education, vocational

Xerox University Microfilms ,

Ann Arbor, M ichigan 48106

A DESCRIPTION OF MANAGEMENT
STYLES AND RESOURCE
SUPPORT SYSTEMS OF MICHIGAN
COMMUNITY COLLEGE OCCUPATIONAL
DEANS:

IMPLICATIONS FOR

ADOPTION OF
MANAGEMENT BY OBJECTIVES

By

Charles J. Corrigan

A THESIS
Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of
DOCTOR OF PHILOSOPHY
Department of Secondary Education and Curriculum
1974

ABSTRACT
A DESCRIPTION OF MANAGEMENT STYLES AND
RESOURCE SUPPORT SYSTEMS OF MICHIGAN
COMMUNITY COLLEGE OCCUPATIONAL DEANS:
IMPLICATIONS FOR ADOPTION OF
MANAGEMENT BY OBJECTIVES
By
Charles J. Corrigan
PURPOSE:

To determine the extent to which the management

styles employed by Occupational Deans in Michigan
community colleges and the resource support systems
available to them function in a manner supportive
of Management by Objectives.
METHOD OF RESEARCH:

Questionnaires were sent to all

Occupational Deans in Michigan community colleges
as identified in the Michigan State Department of
Education Directory of Vocational Administrators.
The study included thirty Occupational Deans; 100
percent of the questionnaires were returned in
usable form.
SUMMARY:
(1)

The Occupational Deans demonstrated a
belief that their subordinates were able to
manage their own jobs in a manner which is
conducive to the use of Management-byObjectives

(MBO).

In seventy percent of

the instances measured the Occupational

Deans gave positive responses to items
concerned with their subordinates"

abilities

to utilize MBO.
(2)

The Occupational Deans revealed their own
management styles to be more similar to
McGregor's Theory X than Theory Y.

Such a

management style is not conducive to the
successful implementation and utilization of
MBO.

In only forty percent of the instances

measured did the Occupational Deans respond
positively to questionnaire items concerning
their present management methodology.
(3)

The resource support systems utilized by the
Occupational Deans were demonstrated to be
supportive of goal achievement in 59.5 percent
of the instances measured.

The resource

support systems function only marginally
supportive of MBO in terms of goal orientation.
(4)

Control of the resource support systems by the
Occupational Deans was revealed to exist in
63.7 percent of the instances measured.

The

scores on the questionnaire items indicated
that the control exercised by the deans is only
marginally acceptable to the successful
utilization of MBO.
(5)

The adaptability of the resource support systems
to change was found to be relatively limited.

In only 39.5 percent of the instances measured
was it found that the resource support systems
could be readily changed to meet new circumstances.
Such limited adaptability is not conducive to MBO.
The resource support systems appeared to be
providing information feedback to the Occupational
Deans in 86.3 percent of the instances measured.
Such a rate of information feedback is conducive
to the successful implementation and utilization
of MBO.
The resource support systems included in the
study w e r e :
a.

Salary Administration —

supportive of MBO

in 39.2 percent of the instances measured.
b.

Operational Budget —

supportive of MBO in

67.8 percent of the instances measured.
c.

Personnel Employment -- supportive of MBO
in 69.9 percent of the instances measured.

d.

Staff Workload Assignment —

supportive of

MBO in 72 percent of the instances measured.
The factors of college size and organizational
structure did not appear to significantly affect
the scores of the Occupational Deans as a group
on the subscales of the questionnaires.

However,

significant relationships were found to exist
between the factor of college size and the

Personnel Employment resource support system
and the factor of organizational structure and
the Managers' Management Methodology and the
Personnel Employment resource support system
in the analysis of correlation between the
factors and the responses of the deans as
individuals.
IMPLICATIONS:
(1)

Occupational Deans in Michigan community colleges
are dissimilar from one another in their mode of
operation in administering occupational education.
No single management system is likely to succeed
for all of the Occupational Deans.

(2)

In general, the Occupational Deans will have to
change their management styles to effectively
utilize MBO.

Their assumptions as to their

subordinates*

abilities to work under MBO are

not matched by the management styles they employ.
(3)

The resource support systems available to the
Occupational Deans do not operate in a manner
fully supportive of MBO.

In order to success­

fully implement and utilize MBO, the resource
support systems should become more goal oriented,
controllable by the deans, and adaptable to
change.

To Rennie and Kristi
whose unswerving faith
made this possible

ACKNOWLEDGMENTS
The writer wishes to express his gratitude to
those persons who generously assisted him in the study.
Special appreciation is expressed to Dr. Robert
P. Poland, academic advisor and dissertation director;
Dr. Beatrice Paolucci; Dr. Max R. Raines; and Dr. George
W. Ferns, committee members.
In particular, the writer wishes to express his
gratitude to his wife, Rennie, who generously gave of her
time in the preparation of the study.

TABLE OP CONTENTS
CHAPTER
I.

PAGE
INTRODUCTION TO THE S T U D Y ..................

1

Background of the Problem ................
2
Need for the S t u d y ......................
7
Purpose of the S t u d y ....................
8
Limitations and Assumptions of
the S t u d y ...............................
9
Definition of T e r m s ......................... 11
II.

REVIEW OF RELATED LITERATURE AND RESEARCH

14

Review of Literature
....................
14
Management Style and Concepts .........
15
Resource Support System ................
18
Summary of Related Literature and
Its Significance to the Adoption
of M B O .................................. 24
Review of R e s e a r c h ......................... 25
Management-by-Objectives
.............
25
Community College Support Systems . . .
32
Administrative Styles and Roles . . . .
36
Summary of Related Research Findings
and Their Significance to the
Adoption of M B O ......................... 47
III.

M E T H O D O L O G Y ..................................5 3
P o p u l a t i o n ...............................
53
Development of the I n s t r u m e n t .............. 53
Pilot Study of the I n s t r u m e n t .............. 58
Collection of D a t a ......................... 59
Data Tabulation and A n a l y s i s .............. 62

IV.

RESULTS OF THE S T U D Y ......................... 64
Questionnaire Subscale Responses
. . . .
Questionnaire Subscale Item Response
.
Subordinates* Management Methodology
.
Managers* Management Methodology
...
Salary Administration System
.........
Operational Budget System .............
Personnel Employment System . . . . . .
iv

66
66
69
70
72
73
73

CHAPTER

PAGE
Staff Workload Assignment System
...
74
Resource Support Systems Goal
O r i e n t a t i o n .............................. 75
Resource Support Systems Control
...
76
Resource Support Systems Adaptability . 77
Resource Support Systems
Feedback . . . 78
Management Styles and Resource Support
S y s t e m s .................................. 79
Relationship of College Size and
Organizational Structure to
Questionnaire Response
................
81
College Size
....................... 81
Organizational Structure
..........
81
Correlations
...........................
84
Reliability of the I n s t r u m e n t .............. 87

V.

SUMMARY, CONCLUSIONS, AND IMPLICATIONS
OF THE STUDY
.............................
S u m m a r y ......................................... 91
Conclusions
.................................. 92
Management Style
.........................
93
Resource Support Systems
................
94
Relationships Between Variables .........
99
Implications
...............................
104
Problems for Further Study
................ 10 8

SELECTED BIBLIOGRAPHY

.............................

Ill

APPENDIX A:

COVER LETTER ...........................

11?

APPENDIX B:

QUESTIONNAIRE "A" AND "B”

APPENDIX C:

DIRECTORY OF OCCUPATIONAL DEANS
AND COMMUNITY COLLEGES INMICHIGAN .

............. 118

APPENDIX D:

MBO READINESS QUESTIONNAIRE

APPENDIX E:

DATA TABULATION FORM

APPENDIX F:

SCORING AND ANALYSIS INSTRUCTIONS

APPENDIX G:

TABLES AND FIGURES ....................

v

.........

. X25
127

.................. 12g
. . 130
136

LIST OP TABLES
Table
1.
2.

Page
Distribution of respondents by category
of college s i z e .........................

65

Distribution of respondents by category
of o r g a n i z a t i o n a l struc t u r e

...................

66

3.

Questionnaire item response by questionnaire
s u b s c a l e ..................................
67

4.

Distribution of total scores for
Questionnaire "A" Subscale J, Perception
of Subordinates' Management Methodology . .

70

Distribution of total scores for
Questionnaire "A" Subscale S, Perception
of Managers* Management Methodology . . . .

71

5.

6.

7.

8.

9.

10.

11.
12.

Distribution of total scores for
Questionnaire "B" Subscale - Salary
Administration .................................
Distribution of total scores for
Questionnaire "B" Subscale - Operational
B u d g e t .................
Distribution of total scores for
Questionnaire "B" Subscale - Personnel
E m p l o y m e n t .............................
Distribution of total scores for
Questionnaire "B" Subscale - Staff
Workload Assignment
...............

Distribution of total scores for
Questionnaire "B" Subscale - Control

74

75

76

. . . .

Distribution of total scores for
Questionnaire "B" Subscale - Adaptability
vi

73

. . . .

Distribution of total scores for
Questionnaire "B" Subscale - Goal
O r i e n t a t i o n ...........................

72

.

77
78

Table
13.
14.

Page
Distribution of total scores for
Questionnaire "B" Subscale - Feedback

. . .

Mean Scores and Standard Deviations for
all Subscales of Questionnaires "A" and
" B " .....................................

79

80

15.

Mean Scores and Standard Deviations
for all
Subscales of Questionnaires "A" and "B” by
Category of College S i z e ..............
82

16.

Mean Scores and Standard Deviations
for all
Subscales of Questionnaires "A" and "B” by
Category of Organizational Structure . . . .

83

Correlation of Subscale Scores with College
Size and Organizational Structure
.........

85

Correlation of Questionnaire "A" Subscales
with Questionnaire "B" Subscales ...........

86

17.
18.
19.

Split-Half Correlations of Questionnaire
S u b s c a l e s ..............................

•

*

vn

87

LIST OF FIGURES
Figure

Page

1.

MBO Readiness Profile - Management

2.

MBO Readiness Indicator Resource Support
S y s t e m s ........................................

89

MBO Readiness Indicator -MBO Resource
System Success Factors .......................

90

3.

viii

Style

. .

88

CHAPTER I
INTRODUCTION TO THE STUDY
Today, community college occupational educators
are faced with a demand for accountability to the public
they serve.

To meet such a demand requires management

techniques which focus on results, and one such technique.
Management-by-Objectives, is being advocated by many
writers as the management technique to be adopted by
community college administrators.

The adoption and

successful implementation of Management-by-Objectives
(hereafter referred to as MBO) require certain factors
to be present in the situation in which the technique is
to be utilized.

Among those factors are two important

determinants of success; the top administrator of the
organization must be committed to MBO and the resource
systems upon which he must depend for goal accomplishment
must function in a manner supportive of MBO.

The study

herein described is an investigation of the readiness
of Occupational Deans in Michigan community colleges to
utilize MBO and of the characteristics of the resource
support systems in those colleges as they pertain to
the successful functioning of MBO.

2
Background of the Problem
Public education is faced with a demand for
accountability to the public it serves.

The word

accountability is laden with a host of meanings.

It

may seem threatening and unreasonable to educators who
are reluctant to accept responsibility for the product
of their efforts, it might be viewed as a fashionable
slogan by those with a desire to attack education*s
disordered strongholds, it does have profound implications
for community colleges which serve a variety of students
from diverse educational backgrounds and which are
committed to preparing students for employment in many
occupations.
Accountability has two essential characteristics
when applied to the community college:
and measurement.

management results

Accountability accents results; it is

aimed squarely at what comes out of an education system
rather than what goes into it.

Accountability requires

measurement against relevant criteria; with the
establishment of specific behavioral objectives, educators
can be held accountable for students behavior that is
different than that possible before teaching took place.
The concept of accountability is based on specifically
defined objectives, measurement techniques and methods
that guarantee meeting the objectives.

3
Management techniques employed in community
colleges in the past have not stressed results or
measurement to the extent that accountability in
community college administration could come into full
fruition.

However, a technique developed in industry in

the past decade, Management-by-Objectives, is making its
debut in community college administration, and according
to many educational writers, is the device which will
enable community college administrators to bring about
accountability in education.1
Management-by-Objectives is a widely accepted
approach to management popularized by such writers as
Drucker, McGregor, and Odiorne.

It is a process by which

superordinate and subordinate managers of an organization
jointly identify its common goals, define each individual's
major areas of responsibility in terms

of results expected

of him, and use these measures as guides for operating the
unit and assessing the contribution of each of its members.
In theory almost all MBO programs are essentially
similar and contain the following basic concepts:
1.

Goals for the organization

are established.

2.

Objectives are established for each person in
a managerial position and are supportive of
the organization goals.

^John E. Roueche, Accountability and the Community
College;
Directions for the 70's, Washington, D . C . ,;
American Association of Junior Colleges, Jan. 1971, pp.
8-30.

4
3.

Objectives for the subordinate are established
jointly by the subordinate and his superior
in a participative manner.

4.

Objectives are formulated in such a way as
to be measurable and controllable.

5.

A periodic review system is set up to assess
progress towards objective accomplishment,
determine problems and successes, alter either
objectives or means, and establish new
objectives.2

The central hypothesis of the motivational basis for
Management-by-Objectives is that "regardless of organi­
zational level or type of work, men will work harder, gain
most personal satisfaction, and contribute most to the
organization as a whole if they regard contributing to
the work objectives of the component as the best available
means to fulfilling their own work values now and in the
3
foreseeable future."
There has recently been widespread endorsement of
MBO as a viable technique for use in public education, the
United States Department of Health, Education, and Welfare
(HEW) is currently operating on an MBO basis according to
Mr. Rodney H. Brady, Assistant Secretary for Administration
and Management at the Department of Health, Education, and
2

William J. Reddin, Effective Management by
Objectives, New York, McGraw-Hill Book" Company, 1971,
pp. 12-14.
3
David A. Emery, "Managerial Leadership through
Motivation by Objectives," Personnel Psychology, Spring,
1959, pp. 3.

5
Welfare

4
(HEW).

The experience at HEW with MBO is

reported to be successful in spite of the obvious
difficulties of managing an organization of such diverse
objectives and immense size.
Several states have adopted MBO as the management
system for their entire state supported school systems.
The State of Oklahoma Department of Vocational and Technical
Education has installed MBO and found it to be an effective
g

management system.

The Michigan Department of Education,

Vocational Education and Career Development Service,

(VECDS)

has been utilizing MBO in its operations since June, 1973
7
and has found it to be a satisfactory mode of operation.
The VECDS is encouraging community colleges in Michigan
to employ MBO in providing occupational education and has
required Occupational Deans to establish professional
4

Rodney H. Brady, "MBO goes to work in the public
sector". Harvard Business Rev i e w , Mar - A p r . , 1973, pp. 65-74.
5
William W. Stevenson, Assistant State Director,
Oklanoma State Dept, of Voc. Tech. E d u c . , "Management by
Objectives-State Level" (speech delivered at 1972 AVA
Convention, Chicago, Illinois, Dec., 1972).
^Charles O. Hopkins, "Implementing Management by
Objectives", American Vocational J o u r n a l , Feb., 1974,
pp. 36-38.
7
Statement by Dr. John Shanahan, Supervisor, VECDS
Post Secondary Unit, personal interview, Nov. 14, 1973.

6
objectives and submit them to the VECDS as a condition of
Q

salary reimbursement to the community colleges.
In October, 1971, the Vocational Education and
Career Development Services, Michigan State Department of
Education co-sponsored the first of a series of three
workshops for occupational education administrators in
the State of Michigan.

The workshop which took place on

that day and the next carried the theme, "Management-ByObjectives."

The series of workshops was sponsored also

by the Michigan Council of Vocational Administrators,
the Michigan Occupational Deans Administrative Council,
and the University of Michigan Extension Service and
School of Education.

The stated purpose of the workshop

was as follows:
To bring together occupational education
administrators from all levels of education in
the State of Michigan to focus on management
by objectives for school administrators.
The workshop speakers lectured on the advantages
of utilization of the MBO approach to managing enterprises,
explained the concepts involved in the approach, and
urged early adoption of it in the administration of
occupational education in the various schools in Michigan
a
including the community colleges.
0
Michigan Department of Education, Vocational
Education & Career Development Service, Administrative
Guide for Vocational Education and Career Development"*
Administration, Section B-01, 1973.
g
Based upon author1s personal attendance at the
above described workshop on MBO.

7
Need for the Study
A review of literature pertaining to MBO reveals
that there are two essential factors which must be
present in any situation in which Management-by-Objectives
is to be successfully implemented.

The top administrators

of the organization must endorse the concepts of MBO and
utilize management styles conducive to those concepts,
and the system in which MBO is to be utilized must be
supportive of MBO.
There exists some doubt as to whether or not
community college administrators will be able to
successfully utilize MBO.

According to many critics of

higher education, administrators get bogged down in
tending to immediate problems and fail to plan effectively
for meeting future c o n t i n g e n c i e s . ^

This study

investigates the critical variable of management style
as defined by the attitudes and assumptions of the
Occupational Deans in Michigan community colleges.

The

results indicate the extent to which the management
styles of the Occupational Deans are supportive of the
effective utilization of the MBO technique.
The active commitment of the top administrator
of an organizational unit to the concepts of MBO must be

^ R o b e r t E. Lahti, "Vistas to More Administrative
Accountability" (paper presented at an accountability
seminar, Durham, North Carolina, June 14, 1971),p. 3.

8
accompanied by a commitment of support from the support
systems within the organization if MBO is to succeed.
To be supportive of MBO the resource support
systems must be goal oriented, controllable by the
manager, adaptive to changing needs, and must provide
feedback to the manager.

If the resource support systems

of an organization do not provide the resources necessary
to accomplish organizational and personal goals and if
the manager is unable to utilize the resources in the
manner he feels can best accomplish his objectives, the
system is managing the individual manager, and MBO will
not function optimally.
Purpose of the Study
The effective use of MBO as a management technique
requires that a certain management style be employed and
certain resource support systems exist where the technique
is to be utilized.

Occupational programs in Michigan

community colleges are managed by Occupational Deans who
employ certain management styles and have at their
disposal certain resources.

The purpose of this study

was to determine:
1.

The extent to which the managerial styles
of the Occupational Deans in the community
colleges are similar to that described as
appropriate for MBO in the Odiorne MBO
Readiness Questionnaire.

9
2.

The extent to which the selected resource
support systems of the community college
are:
A.

oriented to the goals of the occupational
programs of the community college.

B.

controllable by the Occupational Dean.

C.

adaptable to changing needs of the
occupational programs.

D.

giving feedback information to the
Occupational Dean.

Recognizing the diversity of both size and organizational
structure of Michigan community colleges, the study also
sought to determine if a

relationship exists

managerial styles of the Occupational Deans,

between the
the selected

resource support systems and the factors of size and
organizational structure.
The results of the study should prove to be
valuable to those who desire to implement Management-byObjectives in Michigan community colleges or in community
colleges elsewhere.

The study should reveal a significant

aspect of the management of occupational programs as it
now exists in Michigan community colleges.

Such knowledge

should be of value in developing MBO implementation
strategies.
Limitations and Assumptions of the Study
The scope of this study is limited to the twentynine community colleges
Occupational Deans)

(thirty campuses and thirty

in Michigan.

The study is further

limited to the designated Occupational Dean in each

10
community college identified by the Michigan Department of
Education, Vocational Education and Career Development
Service.

It is recognized that other Deans in various

departments in community colleges also administer
occupational programs, however it is assumed that the
designated Occupational Dean is the one person in each
community college most responsible for the administration
of occupational programs in that institution.
It is recognized that the organizational structure
of the various public community colleges in Michigan
differs in complexity and size, however it is assumed
that that portion which is most concerned with occupational
programs and is under the direct administration of the
designated Occupational Dean is sufficiently similar
with all others of a similar size as to allow the study
to be conducted.
The validity of the study is limited by the
fact that MBO is based upon unproven management theories,
values and assumptions.

Furthermore, the conclusions

drawn concerning the management styles of the Deans
and the support systems of the colleges are valid only
to the extent that such information can be gathered by
instrument and assessed by the researcher.

The

conclusions can be applied directly only to the population
included in the study.

11
Definition of Terms
Management-by-Objectives

(MBO) is an approach to

management popularized by such writers as Drucker, McGregor,
and Odiorne.

It is a process by which the superior and

subordinate managers of an organization jointly identify
its common goals, define each individual's major areas
of responsibility in terms of results expected of him,
and use these measures as guides for operating the unit
and assessing the contribution of each of its members.
Occupational Program is a series of identifiable
learning experiences

(including classroom instruction)

leading to entry employment in an occupation identified
in Vocational Education and Occupations, OE-80061.
Occupational Dean is that person identified by
the Michigan Department of Education, Vocational Education
and Career Development Service as the local community
college administrator having primary responsibility for
the administration of community college occupational
education programs and courses, and regardless of his actual
title, is listed in the MDE 1973-74 Directory of
Vocational Administrators as an "Occupational Dean."
Community College is taken to be one of the
twenty-nine, two-year, public, post-secondary institutions
listed in conjunction with the occupational Deans in the
Directory of Vocational Administrators.
Management style is the specific or characteristic
manner or mode of expression in language or in action by

12
which the act of controlling, directing, or handling of
people and resources is carried out.
Resource Support System is a unit in an integrated
assembly of interacting elements designed to carry out
cooperatively a pre-determined function of providing resources.
Size, for the purpose of this study, is to be
indicated by the number of Full-Year Equated Students
(FYES) enrolled in occupational courses during the
1972-73 school year.
Organizational Structure is a design of human
relationships and patterns of interaction established to
achieve (a) predetermined objective(s).

For the purpose

of this study, organizational structure is taken to be
the formal hierarchical structure established through
position titles and responsibilities as indicated on an
organization chart.
Salary Administration System is that segment of
the fiscal administration of a community college which
determines and implements the initial salary of a new
employee and the increases in salary each employee
receives.
Operational Budget System is that segment of the
fiscal administration of a community college which
determines and implements the amounts of dollars expended
in the operation of the community college excluding
those dollars expended for personnel salaries and capital
outlays such as new buildings, etc.

13
Personnel Employment System is that segment of
the administration of a community college which is
responsible for securing new personnel for openings
within the college and is also responsible for dismissing
those persons whose services are no longer required.
Staff Workload Assignment System is that segment
of the administration of a community college which is
responsible for assigning functions to be performed by
specific individuals or groups of individuals.
Goal Oriented is a term which indicates that the
system so described allocates resources to achieve
specific goals and that prior to the allocation of the
resources those goals are determined and articulated.
Controllable by the User is a term which indicates
that the person who is to use a system has the authority
to direct or regulate the system as he deems necessary,
(within the scope of policies of the organization of
which he is a p a r t ) .
Adaptable to Change is a term which indicates
that the system so described exhibits flexibility in
altering its operation to meet the demands of changing
circumstances as those circumstances become apparent.
Provides Information Feedback is a term which
indicates that the system so described provides the user
with facts and data concerning the internal operation and
achievement of the components of the system and does so
on a continual basis.

CHAPTER II
REVIEW OF RELATED LITERATURE AND RESEARCH
This chapter presents a review of literature and
research related to the implementation and utilization
of MBO in the administration of occupational education
in the community college setting.

The chapter is divided

into two main sections:

(1) Review of Literature and

(2)

The section concerned with

Review of Research.

the review of literature is divided into two subtopics:
(1) Management Style and Concepts and
Support Systems.

(2) Resource

The section of the chapter concerned

with related research is divided into three subtopics:
(1) Management-by-Objectives,
Support Systems, and
Roles.

(2) Community College

(3) Administrative Styles and

Immediately following the presentation of

information in each section is a summary of the infor­
mation presented and a discussion of the significance of
that information to the adoption of MBO by Michigan
community colleges.
Review of Literature
Two essential factors stand out in books and
articles concerned with the implementation of MBO as
the key determinants of success in the utilization of
the MBO technique.

The top administrators of the

organization must utilize management styles supportive
14

15
of the concepts of MBO and the resource support systems
must provide the resources necessary for the managers
to accomplish their set objectives.
Management Style and Concepts
The primary condition that must be met in
installing a system of management by objectives
is the support, endorsement, or permission of
the principle manager in the organizational
unit where the system is to be used. ^
Almost every book or article concerned with the
implementation of MBO in an organizational unit refers
to the necessity of the manager's support of MBO and
sincere utilization of it.

Collins states that whether

MBO will succeed or fail in the community college in its
efforts to bring about the benefits alleged to MBO will
largely be determined by the attitudes and actions of
administrators.

Administrators are critical to the process

because they serve as communicators of goals and
12
expectations throughout the college.
Hopkins identifies
the major stumbling block to successful implementation
of MBO as the, "lack of commitment

by the top

Management by Objectives, An In-Service Manual
for the Administrative^Staffs of League For West Central
Michigan Community Colleges, (Unpublished manual, 1972),
p. 10 .
12

Robert W. Collins," Management-by-Objectives:
Advantages, Problems, Implications for Community Colleges,"
(Unpublished paper presented at University of Southern
California, 1971) ,p. H .

16
administration to support the system."^

Carvalho

points out that the successful installation of MBO
requires the development of results oriented, respon­
sibility-sharing , and non— zero— sum attitudes in all
managers.^
Not all managers in higher education feel the
need to evaluate their own particular attitudes and
assumptions in regards to a system such as MBO.

Some

look upon what they have been doing as a form of MBO
and express very little concern with altering their
management style, where necessary, to incorporate MBO
concepts.

A comment by Dr. Edward J. Bloustein,

President of Rutgers University serves to exemplify
the situation.
I think management by objectives is a new
word for something as ancient as any intelligent
effort at determining how successful a particular
project has been, and like so many fancy new
words, it confuses some people more than it
helps.
... We have been undertaking management
by objectives studies without really calling
them that for a long time.
Studies of top management officials in private
industry demonstrate that there exists a large discrepancy

13 Hopkins, op. cit. p. 38.
14
Gerald F. Carvalho, "Installing Management by
Objectives:
A New Perspective on Organization Change,"
Human Resource Management, Spring, 1972, p. 23.
15
Dr. Edward J. Bloustein, "A Philosopher's View
of the University", College Management, Feb., 1973, p. 12.

17
between a manager*s professed leadership style and the
one he uses.

Nearly 95% of the managers in the studies

emphasized the importance of openness, risk taking, and
trust.

The studies showed that risk taking, experimenting,

openness, and trust were rarely observed in the actions
of the m a n a g e r s . ^

The things one truly believes in,

the values one holds, the general assumptions one makes
about his activities and the people in his organization
directly influence the way in which he manages.

However,

as the Argyris studies show, managers may not be aware of
what their actual attitudes and assumptions really are.
Verbal endorsement of MBO by the top manager followed by
actions reflecting little utilization of major components
of the management system will lead to a breakdown in the
effort to implement MBO and will eventually completely
17
discredit the concept.
George Odiorne describes the MBO system as based
upon assumptions that human beings are capable of becoming
committed to their work and can become highly devoted to
the activity in which they are engaged.

There are, however,

Chris Argyris, "Top Management Blindness," A
Practical Approach to Organization Development through M B O ,
ed. A. c: B e c k , J r ., and E.
H i 1lmar (Menlo Park, C a l i f . :
Addison-Wesley Pub. C o . , 1972), pp. 279-281.
17Thomas Connellan and Robert E. Lahti "Managing
Community Colleges by Objectives" (speech delivered at
Midwest Community College Leadership Council at Michigan
State University, July 14, 1 9 71)*p. 14.

18
many managers who utilize management styles similar to
that described by Douglas McGregor in his book. The Human
18
Side of Enterprise,
as Theory X.
Such a manager
cannot successfully use MBO? he will be inclined to
establish the objectives he deems suitable for his
subordinates and impose them upon the individual.

The

style of management which Odiorne recommends as being
more suitable to the concepts of Management-by-Objectives
is Theory Y.

A Theory Y manager assumes that people will

work hard and be committed to their tasks; he will
delegate authority and responsibility, will use a
participative style of management, and will allocate
resources to aid the subordinate in accomplishing his
tasks.
Resource Support System
The active commitment of the top administrator
of an organizational unit to the concepts of MBO must
be accompanied by a commitment of support from the
resource support systems within the organization if
MBO is to be successfully implemented.

Odiorne,

20

in

18

Douglas McGregor, The Human Side of Enterprise,
New York: McGraw-Hill Book Company, I n c . , 1960.
19
George Odiorne, MBO Guidebook, instructional
aid utilized in MBO implementation seminars., p. 7.
20

George Odi o r n e , Management by Objectives, A
System of Managerial Leadership, New York, Pitman Pub.
Co., 1965, pp. 57-59.

19
explaining the importance of the environment in which
a manager operates, states that, "the values and goals
of the organization in which the manager works invariably
shape his behavior and are often the underlying reason
for his success or failure."
A study conducted at Texas Instruments Incorporated
concerning motivation and management pointed out that
effective management systems are those which the
individual manages as opposed to systems that manage the
individual.

An effective management system is one in

which effective programs, practices, and sub-systems
make possible accomplishment of both job and personal
objectives within an organizational setting. 21 Connellan
describes the need for sub-system support of an MBO
program in the community college.
Community colleges have a variety of sub­
systems at work within the organization, each
of which suggest that certain behaviors are
appropriate and other behaviors are not
appropriate.
Some of these sub-systems are
appraisals, promotions, salary administration,
and freedom to work on interesting projects.
Receiving the benefits is behaving in an
appropriate w a y .
For example, if a faculty member is not
only setting high standards for himself, but
is meeting these standards, there has to be
some sort of organizational system which
rewards him for these efforts.
This might
take the form of a salary increase, the

21

Harold M. F. Rush, Behavioral Science Concepts
and Management Application, New York: National Conference
Board Studies m Personnel Policy, No. 216, 1969.

20
opportunity to attend a conference, a
promotion, or freedom to work on a special
development project, o^00 °ft e n » however,
this is not the case.
Beck and Hillmar describe a system which is supportive
of Management-by-Objectives as being:
1.

understood by the user;

2.

goal oriented;

3.

controllable by the user;

4.

adaptive to the user's needs;

capable of giving feedback to the user. 2 3
24
Brady
expands on feedback and adaptability in
5.

his description of the MBO process at work in the HEW.
Progress in meeting objectives is constantly monitored
and facilitated by milestone charts prepared for each
objective. Bi-monthly conferences with management heads
of individual units within the HEW are held to review
progress and to discuss changes inside or outside the
agency which will affect its work.

Objectives may be

changed to conform to new iniatives, resulting in a
dynamic rather than a static process.

The ability to

quickly change directions, abandon or alter objectives,
and institute new objectives is critical to the success

22

Connellan, o p . c i t . p p . 16.

23

A. C. Beck, Jr., and E. D. Hillmar (eds.) A
Practical Approach to Organization Development through
M B O , Menlo Park, Calif.:
Addison-Wesley Pub. C o . , 1972,
p. 315.
^Brady,

op. cit. pp. 69-71.

21
of the agency in meeting its overall goals.
Once it has been decided that a manager is to
utilize the MBO technique, it is most important that the
systems from which he draws support reinforce his attempts
at using MBO.

Schrieber and Sloan in a study of barriers

to implementation of MBO have identified the crucial
variable as,
not the system itself, but the way in
which the system operates, i.e., the climate
for individual managerial development and
for modification of existing practices and
procedures.^5
Among the components of the organizational system which
Schrieber and Sloan identify as having importance in
setting the organizational climate in reference to imple­
menting MBO a r e :
1.

The communication system — the flow of
information within the organization.

2.

Staffing and workload — the workload
resulting from staffing levels and assigned
responsibilities and the resulting
commitment to tasks.

3.

Long range planning — the existence of a
formal structure for determining the long
range goals of the organization.

Carvalho, in describing a strategy for successful
MBO installation makes the following points:
The answer to efficient and effective MBO
installation seems to lie, then, in concentration
on renovating the organization and restructuring

25

David E. Schrieber and Stanley Sloan, "Management
By Objectives," Personnel Administrator, 15 May-June 1970,
pp. 20-26.

22
the management information system.
Managers need
information in a form which will permit self
evaluation of performance relative to objectives....
Also, the authority system must be restructured
so that individual managers and supervisors can
make decisions (within general policy limits) on
how they are going to use the people, equipment,
and so on, in their area of responsibility to
achieve the results expected of t h e m . 26
Carvalho summarizes the implementation discussion by
stressing that an organization's structure must be
changed in such a way that results-oriented behaviors are
positively reinforced and activities-oriented behaviors
are negatively reinforced.
27
Fred Schuster,
in describing the need for the
subsystems of an organization to be organized and operated
in a manner supportive of the goals and objectives of the
organization, defines two important subsystems of the
human resources management process critical to the
success of a MBO program.

The first, the internal

environment modification system, is composed of the
following factors:
1.

organizational climate

2.

managerial style

3.

organizational structure

4.

policies and procedures

26
Carvalho, op cit. p. 27.
27
Fred Schuster, "A Systems Approach to Managing
Human Resources." The Personnel Administrator, 16 MarchApril, 1971, pp. 27-32.

23
5.

reward system (compensation plans and nonfinancial rewards)

6.

communication system (formal and informal as
well as upwards and downwards structures)

7.

fringe benefits system

8.

the labor relations system.

The second subsystem, the individual development system,
is composed of the following factors:
1.

promotions

2.

transfers

3.

planned work experiences

4.

establishing individual objectives and measures

5.

counseling

6.

formal training and development.

Both systems should operate concurrently within
the organization to support the accomplishment of the
organizational objectives.

According to Kirchhoff, 2 8

to successfully implement MBO into a managerial setting,
the compensation system should be reviewed to relate
compensation to contribution and performance as revealed
in the evaluation of objectives accomplishment.

Decisions

on merit increases and promotions must be made using
performance relative to objectives as the main criteria.
9 o

Bruce A. Kirchhoff, "Using Objectives:
The
Critical Variable in Effective MBO," Michigan Business
Review, Vol. 26, No. 1, Jan., 1974, pi 2d.

24
MBO depends most heavily on operational budget
29
allocation.
Brady
describes the MBO cycle as
beginning when a unit formulates its budget and makes
the key resource and fund allocation decisions.

Rouche

explains that responsible resource allocation can begin
when well-designed, rational, systematic programs have
been conceived in sufficient detail.
Program objectives at all levels within
each department must be quantified so as to
reveal necessary requirements to achieve the
objectives.
The budgeting process matches
requirements to available resources and then
apportions resources accordingly.
An absolute
commitment of resources is tied to immediate
program objectives, while a planned commitment
is linked to longer-range objectives.30
Summary of Related Literature and Its Significance to the
Adoption of MBO
Successful implementation and utilization of
MBO in an organization requires that the resource
support systems of the organization b e :
1.

understood by the user;

2.

goal oriented;

3.

controllable by the u s e r ;

4.

adaptive to the user's needs;

5.

capable of giving feedback to the user.

29
30

B r a d y , O p . C i t . p . 68.
Rouche, Op. Cit. p. 35

25
The resource support systems available to a manager can
be grouped into two basic sub-systems; financial
resource systems and non-financial resource systems.
Financial resource systems available to educational
managers include salary administration and operational
budget.

Non-financial resource systems available to

educational managers include personnel employment and
staff workload assignment.

The indicated resource support

systems are considered to be key determinants of the
successful implementation of MBO.
Review of Research
Very little research has been reported dealing
directly with the management styles or resource support
systems of administrators in community colleges.

The

research reported in this section of Chapter IV concerns
MBO, community college support systems, and administrative
styles and roles.

The combination of research results

leads to inferred conclusions concerning the utilization
of MBO in the administration of occupational education
in community colleges.
Management-by-Objectives
A study by Henri L. Tosi and Stephen Carroll

31

of

the differential effects of MBO as perceived by managers

31

Henri L. Tosi and Stephen Carroll, "Some Factors
Affecting the Success of Management By Objectives," Journal
of Management Studies, Vol. 7, No. 2, May, 1970, pp. 209-223.

26
using it is one of the few studies in existence concerned
with the results of MBO.

The study examined results

produced in terms of manager-subordinate relationships,
satisfaction with MBO, increased effort, and goal success.
One hundred and fifty managers in a large national
corporation which had just implemented MBO were selected
to receive mailed questionnaires.
from 134 managers;
data.

Replies were received

129 of the replies contained usable

The questionnaire contained fifty items which

were grouped into subscales for analysis.

Scores in

each subscale were analyzed for correlation with one
another.
The results of the study demonstrated that the
amount of time a manager* s boss spends on MBO is
positively related to the manager's higher levels of
satisfaction with MBO,
(r=0.20)

(r=0.50) perceived goal successes,

and improved boss relations

(r=0.26).

It is

negatively related to the manager's perceived effort
increases

(r=0.2 3).

Frequent feedback is positively

related to the perceived time a boss spends on MBO
(r=0.65), the perceived level of support for MBO
psychological participation
the boss
(r=0.53).

(r=0.55),

(r=0.27), satisfaction with

(r=0.53), and to boss involvement in tasks
Goal clarity for the manager relates positively

to the time a boss spends on MBO
organizational support

(r=0.49), perceived

(r=0.40), satisfaction with the

27
boss

(r=0.36), and the manager*s perceived level of

psychological participation in the total job situation
(r=0.26).
For managers with perceived low influence on the
allocation of resources to achieve goals psychological
participation is positively related to improvement in
boss relations

(r=0.41), but boss involvement is

negatively related to goal success

(r=0.22).

For

managers with high control over resource allocation,
satisfaction with the boss is positively related to
increased goal levels.

A lack of control over resources

means a manager must depend on his boss for goal
achievement.

Increased MBO participation results in a

better relationship, however increased boss involvement
in goal achievement is viewed as pressure.

Control over

resources results in higher goals being set by the
managers.
The study results indicate that managers who need
certainty or who are unsure of the environment tend to
report improved relationships with their boss when they
believe that the boss is extending efforts on MBO.
Behavior supportive of MBO is more important for those
in relatively more changing, uncertain positions and
reinforces situations where goal priorities have been
set.

High participation is related to higher satisfaction

with MBO for high initiative managers.

But is has a far

28
greater positive effect for managers who have a high
need for policy,
achievement,

low control over means of goal

low job interest, and are not aware of their

superior's goal priorities.

The effect of participation

is low for those who have low goal priorities.

Increasing

participation may simply increase ambiguity, and uncertainty
already existing.

Involvement in task accomplishment by

a manager1s superior can be negative for those who might
view it as a threat to change the status quo.

It may be

supportive for those highly interested in their job.
Tosi's and C a r r o l l ^ study suggests that the
application of MBO to a given situation must be done
with care.

Differences in individual managers and their

particular situations require that different approaches
be taken with each individual in applying the MBO
technique.

A blanket approach will likely result in some

undesirable effects.
Heinz Weihrich

32

studied the integration of MBO

into several key managerial activities in a large bank
which had been employing the Management by Objectives
approach for over two y e a r s .

The study points out the

need for top management support of MBO.

Questionnaires

were sent to 650 participants in the program; 278 usable

32

Heinz Weihrich "a Study of the Integration of
Management by Objectives with Key Managerial Activities and
the Relationship to Selected Effectiveness Measures"
unpublished Doctoral Thesis, University of California, 1973).

29
returns were received.

The respondents were asked to

state the degree of importance of MBO in carrying out
their managerial activities.

They were also asked the

same questions with reference to a program they would
consider "ideal” .

Seven key managerial activities were

considered more important than the others:

(1) comparing

actual performance with forecasts, schedules, objectives,
or budgets;

(2) setting of department or unit objectives;

(3) setting of performance objectives by the respondents;
(4) planning for one year or less

(including preparation

of expense budgets); (5) setting performance objectives
for the subordinates of the respondents?

(6) determining

the activities necessary to achieve the objectives of
the organization, department, or unit;

(7) self

development of the respondents.
The results of the study showed that the commitment
to Management by Objectives by top management and by
the superiors of the respondents was positively related
to the integration of MBO with key managerial activities.
The degree of the integration was also positively
correlated with the effectiveness of MBO.

The findings

indicate that in a program which was considered "ideal,"
MBO should be more important in carrying out key
managerial activities than in the existing program.
Finally, differences between the integration of MBO
with key managerial activities in the existing program
and one which was considered "ideal" were negatively

30
correlated with satisfaction with and liking of the
program.
The usefulness of MBO for public school
administration was investigated by Bruce Altergott in
a study which sought to adapt standard MBO approaches
to those needed in a public school setting. 33
Altergott developed an MBO management system through a
review of related literature and research, interviews
with selected members of the School of Business, Indiana
University, and interviews with selected management
personnel in organizations which have had practical
experience with MBO.

The system was then reviewed by

four juries for applicability to public education.
Altergott found that MBO would be of practical
use in an educational institution in eight management
areas:

(1) individual motivation,

appraisal,

(3) organizational planning,

(5) control,

(6) individual development,

of supervisory relationships, and
management.

(2) performance
(4) coordination,
(7) improvement

(8) a total system of

Altergott concluded that MBO is of

utilitarian value to educational administration.
A study by Peter Vande Guchte demonstrates that
MBO has useful applications in community college

33

Bruce H. Altergott "Management By Objectives
for the Public Schools"(unpublished Doctoral thesis,
Indiana University, 1970).

31
administration.

34

Vande Guchte investigated

relationships between the use of MBO and the effective­
ness of selected community college student personnel
units.

The perceptions of student personnel staff

members and students regarding the effectiveness of the
units were collected at eight community colleges in
Michigan using two questionnaires developed for the
study.

The colleges were grouped according to MBO-

use with two colleges in the full-use category, two in
the partial-use category, and four in the no-use
category.

Seventy-five student personnel staff members

and 268 students participated in the study.
The results of the questionnaire concerned with
staff member perception of the effectiveness of the
student personnel unit indicated that the full-use
category had higher scores than the other two categories
and was significantly different from the no-use category
above the .05 level.

Differences between the full-use

and the partial-use categories and between the partialuse and no-use categories generally did not occur.

The

questionnaire concerned with student perception of
student personnel unit effectiveness yielded no
differences between any of the three categories.

34

The

Peter Vande Guchte "a Study of Relationships
Between the Use of Management— by—Objectives and Perceived
Effectiveness in Selected Community Junior College Student
Personnel Units” (unpublished Doctoral dissertation,
Western Michigan University, 197 3).

32
study demonstrates that community college staff
members working in MBO controlled situations
perceive their units to be more effective than do staff
members working in non-MBO situations.
Community College Support Systems
Rarig's study of administrative practices
in institutional long-range planning in community
colleges points out the importance of coordinating
planned objectives with planned support. 35 Rarig
sought to:

(1) discover the extent to which public

community colleges are engaged in long-range planning,
(2)

determine what are the ingredients of long-range

planning, and

(3) discover how the colleges organize

administratively to plan programs, facilities, finances,
and other areas of concern.

To secure information

concerning community college planning, a one page
checklist of long-range planning activities was sent
to each community and junior college in the United
States.

Each college was asked to indicate those

activities in which it was engaged.

Additionally,

interviews were held with selected community and junior

35
Emory W. Rarig "Administrative Practices in
Institutional Long-Range Planning in Community and
Junior Colleges" (unpublished Doctoral thesis, Columbia
University, 1968).

33
college presidents and other administrators to
determine how the colleges organized administratively
to make long-range plans.
The conclusions of the study were:
(1)

Many community colleges are actively

engaged in long-range planning.
(2)
include:

The factors of long-range planning

(a) philosophy and objectives,

(c) administrative organization,
facilities, and
(3)

(d) staff,

(e)

(f) finance.

Certain conditions for implementing the

long-range planning process must exist:
climate for change,
administrators,

(a) a favorable

(b) support by the trustees and

(c) centralized direction,

possible participation,
influences,

(b) programs,

(d) widest

(e) consideration of outside

(f) choice of priority goals, and (g)

continuous evaluation.
(4)

The basic pattern of organization for

long-range planning is usually a single individual or
a committee.

For programs, the committee structure

is almost universal.

For facilities consultants, both

individuals and committees are utilized.

For financial

planning the business manager and a committee are
usually involved.
(5)

Regional accreditation agencies and state-

level agencies exert considerable influence on longrange planning activities.

34
A comprehensive investigation of how resource
allocation is carried out in community colleges in
Florida was made by George Corrick. 36

The study

identified those who made decisions concerning operating
budgets, the sequence of decision-making activity, the
decision rules utilized, constraints on decision-making,
information utilized in decision-making, and the variations
and patterns of decision-making that took place in two
community colleges.

Data from interviews and record

searches were compiled and summarized and provided the
basis for the findings.
Corrick found that there was great similarity
in both colleges in who was involved in the decision­
making process.

The president, chief business official,

chief academic official, chief student affairs official
and academic department heads participated in deciding
resource allocation.

Faculty participated through

advising department heads.

In allocation of funds for

current expense and new personnel, roles were hierarchically
ordered with decision activity flowing upward through
organizational levels.

In allocation of funds for

salaries and fringe benefits, requests moved directly
from recognized faculty organizations to participative
forums involving administrative and faculty representatives.

36

George W. Corrick "A Field Study of Resource
Allocation Systems in Two Community Junior Colleges”
(unpublished Doctoral thesis,The University of Florida,
1970).

35
In both institutions the decision process
began with projecting and estimating enrollments.
Revenue estimates followed and heavily influenced
later decision-making.

Decisions regarding current

expense and new personnel were made separately from
decisions regarding salaries and benefits.

In both

colleges a general practice of accepting past levels
of resource allocation as given with some expected
annual increase seemed to prevail.

Attention focused

on margins between past and present allocations.

In

almost every instance acceptance of past allocations
as the basis for present requests served as the major
constraint in the decision-making process.

Experience

based judgment was more often identified as a decision
criterion than any empirical or analytical information.
Corrick concluded that the colleges studied
employed an incremental, or successive limited
approximation theory budget method rather than a
rational comprehensive theory model of budgeting.
He suggested that more formal links were needed
between information sources and resource allocation
systems.
In 1970 Robenstine conducted a study to
determine if the advent of collective bargaining in
Michigan community colleges had an effect on resource

36
allocation in those colleges.

37

The study involved

nine institutions and was conducted through a personal
interview questionnaire developed by the researcher.
The study concerned the differences in resource
allocation between the years 1962-63 and 1968-69.
The findings of the study revealed that
proportionately:
(1)

Faculty salary schedules increased.

(2)

Operating budgets

(3)

Operating funds for plan operation decreased.

(4)

Operating funds for ancillary services

(cost/cr. hr.)

increased.

increased.
(5)

Operating revenue from tuition decreased.

(6)

Operating funds from local funds increased.

Robenstine concluded that collective bargaining
has affected resource allocation with proportionately
more resources being allocated to faculty salary
schedules.
Administrative Styles and Roles
A study conducted by Donald Bivens

38

of school

administration between the years of 1930 and 1955

37

James D. Robenstine "A study of Operating Fund
Allocation in Public Community Colleges" (unpublished
Doctoral thesis, The University of Michigan, 1970).
38
Donald R. Bivens "An Analysis of the Factors
Affecting the Democratic Administration Concept"
(unpublished Doctoral thesis,Indiana University, 1971).

37
concentrated on the degree of participation in decision­
making afforded subordinate administrators.

The study

involved an extensive review of literature and
interviews with several notable educationalists.

Dr.

George Counts, Dr. Robert Havighurst, Dr. Ronald
Campbell, and Dr. Gordon Mackenzie participated in the
interviews.
The study revealed that since the late 1920's
school administration has moved toward a more
participatory approach to educational leadership.

The

movement towards participation has steadily grown
except for a period of time during World War II.

During

that period educational leadership was quite authoritarian.
However,

immediately following World War II educational

administration once again became participatory.

In

the 1950's participation was considered an essential
ingredient of educational leadership.
Duane Thompson conducted a study of the
supervisory styles and self perceptions of 12 8
administrative and professional staff members in a
state department of education. 39 To gather responses
a written questionnaire, patterned after that used in
a study by Meyers at Texas Instrument, Inc., was

39

Duane Thompson "Job Satisfaction in Administration:
An Investigation of the Joint Effects of Supervisory Style
and Subordinate Self Perception" (unpublished Doctoral thesis.
University of Iowa, 1969).

38
administered to the population of administrators and
staff members.

The responses were grouped into

subscales developed in the Meyers study and analyzed
for content.
The findings of the study revealed that a
supervisory style perceived by a subordinate as
supportive of his needs was found to be associated with
a higher level of subordinate job satisfaction.
Another significant finding was that subordinates
with a high level of favorable self perception were
less likely to perceive the supervisory style of their
superior as supportive.

A subordinate with a lower

level of favorable self perception was more likely to
perceive the superior's supervisory style as supportive.
An interesting study of management styles
utilized by community college administrators was
40
conducted by Bender and Richardson in 1971.
Florida
State University and the University of Florida jointly
sponsored an institute for two-year college administrators.
The institute was attended by sixty-four participants
representing administrative teams from twenty different
institutions; the teams were composed of college
presidents, student personnel deans, instructional deans,

40

Louis Bender and Richard Richardson, Jr.,
"Management Concepts and Higher Education Administration"
unpublished paper presented at Florida State University,
May, 1972).

39
and business officers.

As part of the institute, each

administrator completed the Management Style Diagnosis
Test developed by W. J. Reddin.

The test yields an

overall style profile and scores for task orientation,
relationship orientation, effectiveness, and a style
synthesis.
The results of the study show that 70% of the
administrators taking the test had a high relationship
orientation and a low task orientation.

The predominant

management styles exhibited by the administrators were
of a low effectiveness t y p e , more concerned with harmony
among subordinates than with task completions.

The

remaining 30% of the respondents were dispersed almost
equally over the other six categories of management
styles.

The styles varied from that with a low

concern for both task and relationships and considered
ineffective to that with a high concern for both task
and relationship and considered highly effective.
When the management styles of the college
administrators were compared with those of other groups
of m a n a g e r s , it was found that the only other group to
exhibit a preponderance of similar,

less effective

management styles was Research and Development Managers.
The other comparison groups. Heads of Volunteer Agencies,
Military Officers, and Presidents & Vice Presidents of
Conglomerates, all exhibited more effective management

40
styles emphasizing both task and relationship orientation.
The researchers concluded that one possible explanation
for the high relationship, less effective styles
exhibited by the two groups could be that both groups,
college administrators and research directors, manage
professionals who work independently.

The other groups

manage people to bring about specific products, and
the efforts of all involved must be coordinated towards
a given end.

The results produced in education and

research are far less tangible, thus task orientation
is less likely to predominate.
A study by William Lynam 41 demonstrates that
behavioral objectives are applicable to the role of an
admini strative dean in the community college.

Lynam

interviewed ten Michigan community college deans
representing institutions of differing size and type
to develop and refine a list of competencies needed by
the deans in their functions of community college
administration.

Lynam defined an administrative

competency as:
The capacity to synthesize and actualize
relevant knowledge for the purposes of:
(a)
facilitating institutional planning, (b)
resolving complex problems which interfere

^ W i l l i a m Joseph Lynam "A Study of the
Administrative Competencies Needed by the Community
College Academic Dean and a Model of their Translation
into Behavioral Statements Related to Administrative
Training Experiences" (unpublished Doctoral thesis,
Michigan State University, 1970).

41
with the achievement of organizational
goals and objectives, and (c) evaluating
institutional progress toward goal
achievement.
The competencies which Lynam found to be the
key concerns of the community college deans were:
1.

Interpersonal Relations

2.

Communication Systems

3.

Personnel Management

4.

Instructional Evaluation

5.

Curriculum Development

6.

Leadership Development

7.

Professional Development

8.

Budget Management

9.

Presidential Cabinet

10.

Administrator Interrelationship

In each competency area several specific behaviors were
listed as appropriate abilities for the dean to possess.
One of the primary conclusions of the study was that
administrative competencies do exist, may be listed,
and may be further described in statements of behavioral
terminology and behavioral manifestations.
42
In 1971, Marvin Keller
conducted a study at
the University of Florida which produced a profile of

42

Marvin K. Keller "The Evolving Role of the
Chief Vocational Technical Administrator in Selected
Florida Public Community Colleges" (unpublished Doctoral
thesis, University of Florida, 1971).

42
roles for the chief vocational-technical administrator
in Florida community colleges.

The purpose of the

study was to determine the present role of the chief
vocational-technical administrator, to identify the
critical tasks he performs, and to determine the role
he will fulfill in the near future.
The study involved four community colleges in
Florida with enrollments of 1,000 or more students in
occupational education.

Interviews were held with the

chief vocational-technical administrator, his immediate
superior, and his subordinates.

The role of the chief

administrator was investigated in reference to three
areas of responsibility;

(1) maintaining an interface

between the vocational technical programs and the rest
of the college,

(2) long range planning, and (3)

maintaining an interface between the vocational
technical programs and agencies or groups outside the
college.
The results of the study indicated that the
chief administrators of vocational-technical education
did not agree on the most critical task they perform in
administration.

Responses varied; coordination of

reports, policy development, and intra-institutional
liason work were given as the most important aspect of
their functions.

Community college presidents

unanimously identified long-range planning as the
most important function of the chief administrator of

43
vocational— technical education.

Subordinates to the

chief administrators unanimously identified the tasks
of providing leadership in new program planning and
implementation and expediting divisional policies and
requests as the most important functions of the chief
vocational-technical administrator.
As far as other functions are concerned, chief
vocational-technical administrators rated program
development,

supervision, and evaluation as very important.

Their superiors did not consider those tasks to be
important at all.

Their subordinates felt that in the

area of curriculum development the proper role of the
chief vocational-technical administrator was to provide
resources, coordinate surveys, and review new and
existing courses.
The study revealed extensive disparity between
the perceptions of the chief vocational-technical
administrators and their immediate superiors and
subordinates as to the functions which make up the proper
role of the chief vocational-technical administrator in
Florida community colleges.
A study conducted by Komar in 1973 describes the
position, qualifications of the position holder, and the
problems associated with the position of Chief
Administrator of Vocational-Technical Education in

44
M

n

two-year colleges in Michigan and in the United States.
The purpose of the study was to gather data upon
which to base recommendations for criteria by which
administrators are hired and curricula by which
administrators are trained.

The study also revealed

the problems faced by chief vocational-technical
administrators in the management of occupational
education in two-year colleges.
The study included all of the chief administrators
of vocational-technical education in Michigan and 118
others in a stratified sample of the two-year colleges
in the United States.

Of the 148 questionnaires mailed

to the sample population,
an 82 percent response.

118 were returned representing
The results of the study

indicate a significant variation in the backgrounds of
the chief vocational-technical administrators,

some

similarity in the description of the positions they
held, and some similarity in the descriptions of the
problems they identified as being associated with their
administrative roles.
The majority of the administrators held master's
degrees; only 25 of the respondents held doctorates.
Teaching experiences ranged from less than one year to

^ J o h n J. Komar "The Qualifications, Positions,
and Problems of Chief Administrators of VocationalTechnical Education in Public Two-Year Colleges in the
United States, With Special Reference to Michigan"
(unpublished Doctoral thesis, Michigan State University,
1973) .

45
more than forty with a majority of the respondents
having taught in a two-year college.

Most respondents

had worked in educational administration from one to
nine years and had held their present position for four
years or less.

A majority of the administrators had no

occupational experience in business or industry.
The positions held were mostly at the second
level of administration with the administrator holding
the title of Dean and reporting directly to the
president of the college.

Most of the respondents

supervised three or fewer administrative subordinates
and less than forty instructors.

One-half of the

respondents spent all of their working time in vocational
education administration.

Salaries of the respondents

ranged from $10,000 to more than $25,000 with contracts
ranging from nine months to twelve months.
The problems identified by the chief vocationaltechnical administrators fell into six main categories;
finances, communication, community college administrative
procedures, staffing, curriculum development, and state
level vocational administration.

Insufficient financial

support for the administration of vocational technical
education was the most common problem identified.
problems dealing with finances included:

Other

lack of

finances for programs, lack of finances for equipment,
lack of finances for programs, and lack of finances
for salaries.

46
One-third of the respondents in the study reported
problems concerning communication with publics internal
and external to the community col l e g e .

Less than

desirable rapport with prospective students,

four year

colleges, parents, high schools, business and industry,
and the general public was reported.

Significant

communication problems internal to the community college
included such problems as the lack of vocationally
oriented administrators in the top positions in the
community college, lack of acceptance by top admin­
istrators of career education concepts,

lack of

support for vocational technical education by top
administrators, and conflicts of interest between
the faculty and administration.
One-fourth of the respondents mentioned problems
dealing with ineffective administrative procedures in
the community college.

Such problems were cited in:

academic governance, administrative procedures,
bureaucratic red tape, lack of autonomy for the
administrator, and policies of higher ranking officials.
Problems concerned with staffing dealt
primarily with inadequately trained instructors both
in occupational and educational competencies.

The

problem of finding instructors in certain technical
areas also occurred frequently.

Other problems

identified in staffing dealt mainly with concerns

47
about the lack of faculty iniative for excellence
and leadership.
Twelve percent of the respondents reported
problems with some aspect of curriculum development .
The problems centered mostly around the lack of
experienced program developers, unsuccessful programs,
relevancy of programs to changing conditions in business
and industry, and accreditation.

The problems given

by the administrators concerning state-level administra­
tion of vocational-technical education included areas
such as funding priorities, bureaucratic red tape,
state level reports, and certification requirements for
instructors.
Komar concluded his study with recommendations
that educational programs be established in universities
to prepare vocational-technical administrators and
that college and state level administrations take
cognizance of the problems identified and change their
procedures, etc. where necessary.
Summary of Related Research Findings and Their
Significance to the Adoption of MBO
Tosi and Carroll identified several factors
affecting the success of MBO.

Top management support

of the system and active commitment in implementing
MBO activities seem to be primary factors of success.
Managers with low control over resource allocation tend

48
to improve their relations with their superiors through
MBO participation.

Managers with a high need for policy,

low control over means of accomplishment, low job interest,
and a low awareness of their superiors'

goal priorities

increase in job performance and job satisfaction under
MBO.
Weirich's study of the effects of MBO on
managerial activities also indicates a need for commitment
and support of top managers in implementing MBO.

The

study further emphasizes the value of MBO in determining
resource allocation and achievement evaluation.
Altergott* s study of the appropriateness of
MBO to public education concludes that public education
administration would benefit from utilization of MBO.
The study by Vande Guchte extends Altergott*s
conclusion to the use of MBO in the management of
education in community colleges.
Rarig*s study of administrative long-range
planning in community colleges points out the need to
coordinate planned resource support with planned
objectives.

The study reinforces previous studies

that MBO is appropriate for community college
administration and supports the premise that the
resource support system must be fully integrated into
the MBO system.
Corrick's study of resource allocation systems
in community colleges concludes that resources are not

49
presently being allocated in accordance with planned
objectives.

Rather, a static system of percentage

increases in budget relative to percentage increases in
enrollment prevails.

The results of the study seem to

indicate that present resource allocation systems in
community colleges would need to be altered if MBO
were to be implemented successfully.
The study by Robenstine demonstrates that the
total resources available to Michigan community colleges
has proportionately declined over the past several years.
The study emphasizes that the effect of faculty
collective bargaining has reduced the amount of
resources available to the administrator to expend
in a discretionary manner.

Less funds are available

to the administrator for allocation towards meeting
planned objectives.

The study points out the need

for more sophisticated assessment of goals, goal
priorities, and allocation of resource support in
community college administration.

The results of the

study indicate a need for a management system like MBO.
Biven1s study of public education administration
concludes that since the 19 30's educational
administrators have increasingly adopted participative
styles of management.

Thompson's study reveals that

the supervisory styles of educational administrators
have distinct effects upon their subordinates.

A

50
supervisory style deemed supportive by subordinates
seems to result in higher levels of job satisfaction
on the part of subordinates.

The results of the two

studies appear to support the administrators'

increasing

readiness to adopt a system such as MBO and the
subordinates readiness to respond favorably to such
a system.

MBO requires both participation and

support of subordinates.
However, the study conducted by Bender and
Richardson describes the management styles employed by
community college administrators as ineffective with
focus placed primarily on interpersonal relations
rather than task accomplishment.

The findings cast

doubt on the readiness of community college
administrators to adopt a style of management conducive
to successful implementation of MBO.

It would appear

that community college administrators will have to
undergo special training to alter their management
styles to incorporate more results orientation.
Lynam*s study of Michigan community college
academic deans demonstrates that the role of an
administrator can be defined in terms of behavioral
objectives.

The findings seem to indicate that the

tasks described in MBO literature as critical to the
success of MBO are appropriate roles of an academic
dean.

Personnel management, budget management, and

51
evaluation are integral components of an MBO system
and are identified as key concerns of community college
academic deans.
The study of community college vocational-technical
administrators by Keller reveals that large disparities
exist between the perceptions of the administrators and
their superiors and subordinates as to what the proper
role of the vocational-technical administrators should
be.

The findings indicate a need for role clarification

such as that purported by the literature to be a major
benefit of MBO.
Komar's study of the characteristics of community
college chief vocational-technical administrators
identifies several key problem areas faced by the
administrators in the management of occupational
education.

The problems concentrate in the areas of

financial resource allocation, communication,
administrative procedures, and personnel staffing.
The main focus of the difficulties identified by the
administrators is a lack of control of the systems.
The results of the study appear to support the need
for an assessment of the actual functioning of
resource support systems prior to attempting the
implementation of MBO.
The combined studies present a picture of
community college administration which while evidencing

52
a strong need for results oriented management techniques,
demonstrate that community college support systems and
the administrators may not be fully prepared to adopt
a system such as MBO.

CHAPTER III
METHODOLOGY
This chapter contains a review of the means by
which the data concerning management styles and resource
support systems of Michigan community college Occupational
Deans were collected and analyzed.

The topics of

discussion are arranged in the approximate sequence in
which the events occurred.
Population
The study included the entire population of
thirty Occupational Deans in twenty-nine public, twoyear community colleges identified in the Michigan
Department of Education, Vocational Education and
Career Development Service 1973-74 Directory of
Vocational Administrators.

See APPENDIX C.

Each

Occupational Dean was personally contacted by telephone
or interview to secure his consent to participation
in the studyDevelopment of the Instrument
The questionnaire utilized to collect the data
for analysis consisted of two separate sections.

The

first section, Questionnaire "A", was developed from
the George Odi o r n e , MBO Readiness Questionnaire.
APPENDIX D.
53

See

54
"The MBO Readiness Questionnaire is a
widely accepted instrument used extensively
in management training seminars.
The
instrument measures a manager's orientation
towards Theory X or Theory Y styles of
management.
The questionnaire was modified in wording where necessary
to make the questions applicable to the community college
setting,

the instructions for completing the questionnaire

were expanded to more adequately define those to whom the
questionnaire items refer, and the mid-point in the
response scale was altered from a mildly positive
statement of agreement to a neutral statement of,
"neither agree nor disagree."

Care was taken to ensure

that the intent of each questionnaire item was not
changed.

Questionnaire " A " , Managerial Style Description,

produced measurement of two factors:
1.

The degree to which the management style
employed by the respondent is appropriate
for MBO.

2.

The degree to which assumptions the
respondent holds concerning the ability
of subordinates to work under MBO will
allow him to utilize MBO.

Questionnaire "A" contained twenty items in the
form of statements to which the respondent indicated
the degree of his agreement or disagreement with a
particular statement by circling a number from one
through five.

Ten items were stated in a positive manner,

44
Statement by Dr. Michael Moore, Professor,
College of Labor and Industrial Relations, Michigan
State University, Personal Interview, October 9, 1973.

55
and ten items were stated in a negative manner.

Analysis

of data produced by the questionnaire was made by
grouping the responses into two sub-categories, reversing
the negative scores, and plotting the results according
to instructions on two sub-scales.

One sub-scale

(S/J)

indicated how the respondent perceived his subordinates
managing their jobs; the other sub-scale

(S/S)

indicated

how the respondent perceived himself managing his own job.
The second section of the study instrument/
Questionnaire "B", was developed by the researcher and
was based upon extensive readings as to which factors in
a management system are influential in affecting the
successful implementation of MBO.

The systems chosen

for investigation in this study include the following
financial resource support systems:
1.

Salary administration

2.

Operational budget

The non-financial resource support systems chosen for
inclusion in the study were:
1.

Personnel employment

2.

Staff workload assignment

It was recognized that the systems are not mutually
exclusive and that a certain degree of interdependence
is inevitable.

However, for the purposes of the study,

(description of the resource support systems as they
pertain to successful utilization of M B O ) , it was felt

56
that the chosen systems were the key determinants of
successful utilization of MBO.

It was also determined

that the chosen systems would serve as an adequate
description of the resource support systems typically
available to Occupational Deans in Michigan community
n
45
colleges.

Questionnaire "B", Resource Support Systems
Description , produced measurement of four factors:
1.

The extent to which the resource support
systems are supportive of goal achievement
in the occupational programs.

2.

The extent to which the resource support
systems are adaptable to changing needs
in the occupational programs.

3.

The extent to which the resource support
systems are controllable by the Occupational
Dean.

4.

The extent to which the resource support
systems provide feedback information to
the Occupational Dean.

Questionnaire "B" was composed of thirty-two
items arranged in random order.

Bach item was in the

45
Panel of Experts:
Dr. John Shanahan, Supervisor, Post Secondary Unit,
Michigan Department of Education, Vocational Education
and Career Development Service.
Mr. James Person, Chairman, Department of Management
and Marketing, Lansing Community College.
Mr. Harris Dean, Professor, Department of Management and
Marketing, Lansing Community College.
Dr. Fred Ignatovich, Professor, Department of Higher
Education Administration, School of Education, Michigan
State University.

57
form of a statement concerning the administration of
occupational education.

The respondent indicated the

extent to which each statement is true of his particular
situation by placing an X on a continuum ranging from
Never True to Always T rue.

Eight statements pertained

to each resource support system selected for inclusion
in the study.

Each resource support system was examined

for all four factors identified above with two statements
pertaining to each factor of each resource support
system.

Twelve items were stated in the negative form

and twenty in the positive form.
Analysis of data produced by the questionnaire
was made by grouping the responses into appropriate
sub-categories, reversing the negative scores, and
plotting the results on sub-scales corresponding to the
four factors and the four resource support systems.
The study instrument

(both Questionnaires "A"

and "B") was submitted to a panel of experts in the
46
fields of community college and management
for review
of the instrument1s face validity and suitability to the
intended population.

The panel's recommendations were

carefully reviewed and appropriate changes to the
instrument were m a d e .

The second submission of the

instrument to the panel of experts produced a consensus
opinion the instrument possessed acceptable face validity.

46 Panel of Experts, Op. Cit.

58
Pilot Study of the Instrument
A pilot study was undertaken to test the
instrument for data analysis and suitability for its
intended purposes.

A sample of occupational

administrators representative of community college
Occupational Deans was chosen for the pilot study
population.

The sample included occupational education

administrators who functioned in roles similar to that
of an Occupational Dean.

47

Each pilot study member was contacted personally
to secure his participation in the pilot study.

He was

then mailed a letter of explanation, study instrument,
and addressed,

stamped, return envelope.

Each

participant was asked to respond to the instrument and

47

Pilot Study Population:

Dr. Ronald Edwards,
Chairman, Department of Accounting
and Office Education, Lansing Community College,
Mr. Edwin Bergmann,
Technology, Lansing

Chairman, Department of Engineering
Community College,

Mr. Michael Lenkowski, Chairman, Department of Health
Careers, Lansing Community College,
Mr. Harold Walper, Chairman, Department of Applied
Technology, Lansing Community College,
Mr. George Hopkins, Dean, Division of Business Education,
Lansing Community College,
Mr. James Person, Chairman, Department of Management
and Marketing, Lansing Community College,
Mr. Eugene Bychinski, Dean, School of Technical and
Applied Arts, Ferris State College.

59
then review the instrument for suitability in measuring
post-secondary occupational education administration
management styles and resource support systems as they
pertain to MBO.
Responses were received from 10 0 percent of the
pilot study population.

The results of the pilot study

indicated that the instrument was appropriate for the
intended population, adequately measured the intended
factors, and produced data in a form suitable for
analysis.

No changes were recommended in the instrument.
Collection of Data

The final instrument and cover letter were typed
with Courier type face and reproduced by Xerox method.
See APPENDICES A and B.

The cover letter was typed on

stationary bearing the letterhead of Lansing Community
College and was signed by the writer.

On February 15, 1974,

the study was presented at a meeting of the Michigan
Occupational Deans Administrative Council, a group
composed of the Occupational Deans of Michigan community
colleges.

Twenty-one of the thirty Occupational Deans

included in the study were present.

The writer explained

the purpose of the study and secured a commitment to
participate from the Occupational Deans present.

During

a period from February 18 to February 26, the writer
contacted the remaining nine Occupational Deans by
telephone and secured the deans'
in the study.

agreement to participate

60
On February 28, 1974 the first mailing went out
to the participants in the study.

The envelope addressed

to each Occupational Dean contained a cover letter,
questionnaires "A" and " B " , and an addressed, stamped,
return envelope.

By March 15, fifteen completed returns

had been received.

Follow-up telephone calls were made

to each of the non-respondents and a second mailing took
place March 16.

By March 29, twenty returned questionnaires

had been received.

A second telephone follow-up was

made to the remaining non-respondents, and a third
mailing took place on April 1.

By April 20, twenty-eight

completed questionnaires had been received.

On April 21,

telephone calls were made to the secretaries of the
remaining two non-respondents to secure their assistance
in completing the study.

On April 29, the last of the

completed questionnaires was received marking a 100 percent
return.
To gather data concerning the size and
organizational structure of the occupational programs in
Michigan community colleges, the writer sought the
assistance of the Michigan State Department of Education.
From reviews of submitted reports and interviews with
the supervisor of post-secondary education in the
Vocational Education and Career Development Service,
it was determined that the organizational structures in
which Occupational Deans functioned in their respective
community colleges could be grouped into three categories.

61
The first category included Occupational Deans
who are at the third level of management and report to
an Academic Dean, who, in turn, reports to the President.
The second category included Occupational Deans at the
second level of management who simultaneously function
as both the Occupational Dean and the Academic Dean and
report to the President.

The third category included

Occupational Deans at the second level of management
who report to the President and occupy positions equal
in level to other deans in their colleges.

The

organizational structure in operation at each
community college was reviewed from information reported
by each community college on the Michigan State Department
of Education form VE-4003, Application for Full-Time
Vocational-Technical Administrators. The category of
organizational structure appropriate to each Occupational
48
Dean was determined and recorded.
See APPENDIX C .
The size of each community college occupational
education program was determined by an analysis of
information reported by each community college in the
Michigan State Department of Education Annual Report of
Total Vocational Education Enrollment, report number
XO305 for school year 72-73.

The report included Full-

Year Equated enrollments in vocational-technical education,

48 Statement by Dr. John Shanahan, Supervisor,
VECDS Post Secondary Unit, Personal Interview, March 21,
1974.

62
business education, health education, and liberal arts
education where it was related strongly to vocational
education.

See APPENDIX CData Tabulation and Analysis

Data from the returned questionnaires was
recorded on a prepared tabulation instrument.
APPENDIX E.

See

The score for each item on Questionnaire

"A" was recorded adjacent to the corresponding item
number on the tabulation instrument.

Scores for items

on Questionnaire "B" had to be translated from a
location on a continuum to a numerical value.

Never

True was taken to equal 0, and Always True was taken
to equal 100.

A check mark on a division line was

taken to equal a numerical

value equal to the

percentage figure shown; a

check mark between division

lines was taken to equal a

numerical value to the

ten.

Never True and 10% was taken

A check mark between

nearest

to equal a score of 5, and a check mark between 90%
and Always True was taken to equal a score of 95.

Items

marked with an asterisk were stated in a negative form
on Questionnaire "B", thus the score produced was
reversed.

A score of 95 was recorded as 5 for items

marked with the asterisk.
A data tabulation instrument was completed for
each returned questionnaire.

The coded number

representing the identity of each college Occupational

63
Dean was recorded along with data concerning the
organizational structure and size of the community
college.

The scores taken from the returned question­

naires were recorded according to the above described
procedures.

The information from the data tabulation

instruments was then transferred to IBM keypunched
cards for data analysis.
Data analysis was made utilizing prepared data
processing programs to produce mean scores, m o d e s , and
standard deviations for all items on Questionnaire "A"
and "B".

Responses were categorized by the independent

variables of organizational structure and size, and data
analysis was made of scores for means, modes, and
standard deviations for each resource support system,
and MBO success factor for both the entire population
and for the categorized sub-scales of size and
organizational structure.

Analysis of correlations

between the factors of organizational structure and
size and the factors of managerial style and resource
support system MBO success factors was made.

A final

analysis of the results of the study was made by
plotting the resultant scores of the questionnaires on
a theoretically perfect profile representing the
highest degree of readiness to utilize MBO.

See

APPENDIX F, Scoring and Analysis Instructions.

CHAPTER IV
RESULTS OF THE STUDY
Chapter IV presents the findings of the study.
Results are presented in tabular form accompanied by
descriptions of the components of the presented tables.
The findings are organized and presented in the following
order:

(1) tables dealing with population scores on

the instrument subscales,

(2) tables dealing with

correlations between factors in the study,

(3) tables

dealing with the reliability of the instruments, and
(4) figures summarizing the results of the question­
naires in terms of readiness to utilize MBO.

A copy

of each table and figure presented in Chapter IV can
also be found in APPENDIX G.
College S i z e .

College size ranged from a

minimum of 147 to a maximum of 11,976 Full-YearEquated-Students.

The size category parameters were

chosen to allow an equal

(approximate)

colleges in each category.
to 990 FYES.

distribution of

Category I ranged from 147

Category II ranged from 1035 to 1693 FYES.

Category III ranged from 2213 to 3466 FYES, and Category
IV ranged from 5 36 8 to 11,976 FYES.

64

65
Table 1.

Distribution of respondents by category of
college size.

Size*

Category

Number of
Respondents

Per Cent
of Total

I

0000-1000

9

30. 00

II

1001-2000

7

23.33

III

2001-5000

7

23. 33

5 001 or more

7

23.33

30

100.00

IV

Totals

*Size equals the number of Full-Year-Equated-Students
enrolled in occupational programs at the community
college during school year 1972-1973.
Organizational Structure.

Eleven community

colleges operate with the Occupational Dean reporting
to an Academic Dean who, in turn, reports to the
President of the college.

Five community colleges

operate with one person acting as both the Occupational
Dean and the Academic Dean and reporting directly to
the President.

Fourteen community colleges operate with

several deans, one in each major area of educational
programs, reporting directly to the President of the
college.

66
Table 2.

Distribution of respondents by category of
organizational structure.

Category

*
Structure*

I

OD—A D — Pres

Number of
_
, .
Respondents

11

36.67

5

16.67

14

46.67

30

100.00

(OD/AD)-Pres.

II

O D -BD —
LAD -

III

Totals

Per Cent
of Total

*Structure indicates the organizational hierarchy in
existence at the community col l e g e . OD = Occupational
Dean, AD = Academic Dean, Pres. = President, BD Business Dean, LAD = Liberal Arts Dean.
Questionnaire Subscale Responses
Questionnaire Subscale Item Response.

The

mean scores and standard deviations for each item
associated with each of the subscales contained within
Questionnaires "A" and "B" are given below.

The scores

represent the average responses for each item of the
questionnaires from the entire population of Occupational
Deans in Michigan community colleges.

The questionnaire

items are grouped according to the subscale to which
they belong.

Each item in Questionnaire "B" is listed

under two separate subscales; an MBO success factor
subscale and a resource support system subscale.

67
Table 3.

Item

Questionnaire item response by questionnaire
subscale.

Mean
Score

Std. Dev.

Item

Mean
Score

Std. Dev.

Questionnaire "A" , Subscale - J- Subordinates * Management
Methodology
1.

4.27

.73

2.

4.23

.72

5.

3.97

.82

7.

4. 06

.76

8.

3. 23

1.19

10.

4*5.6.

-55

11.

4. 52

.54

14.

4.47

.50

15.

3.46

1. 15

16.

2.63

1.09

Questionnaire "A" Subscale -■S- M a n a g e r s ' Management
Methodology
3.

3.70

1. 08

4.

1.70

.77

6.

3.33

.70

9.

4.43

_ .90

12.

2. 72

.96

13.

2.19

1,15

17.

2. 82

1.01

18.

2.63

.76

19.

4. 03

.50

20.

3.63

1.12

Questionnaire "B" , Subscale - Salary Administration System
2.

87.50

26.14

11.

20.83

35 .45

13.

17.32

28.80

19.

96.16

3.74

24.

21.99

33. 38

28.

13.16

22.60

31.

40. 99

43.55

32.

15.17

26.79

Questionnaire "B" , Subscale - Operational Budget System
10.

84. 84

23.46

18.

70. 33

32. 55

20.

71. 62

27.85

22.

66. 50

27.53

23.

67.66

25.79

68.17

31.81

26.

80. 83

20.70

4

25.29

in
CM

.

32. 82

1

68
Table 3 (cont'd.)

Item

Mean
Score

Std. Dev.

Item

Mean
Score

Std. Dev.

Questionnaire "B", Subscale - Personnel Employment System
3.

94. 33

8. 72

5.

76. 83

21.25

6.

78.17

27.26

7.

.40— 16.

33. 61

16 .

77.50

3Q..JZ9

17.

89.99

16.28

21.

70.16.

29.42

29.

31^6.6

35.60

Questionnaire "B", Subscale - Staff .Workload Assignment
System
4.

72. 16

2.?.*.9.5,

8.

75.99

19.58

9.

87 .50

12. 44

12.

68.17

34.27

14.

67.17.

24. 12

15.

79.99

3.1-_1.4

27.

44.17

31.51

30.

81.67

22. 89

Questionnaire "B "
Orientation

,

Subscale - Resource System Goal

6.

78.17

27.26

8.

75.99

19...5&

11.

20. 83

35.45

14.

67. 17

2.4.JA

18.

70. 33

32. 55

20.

71.62

27. 85

21.

70.16

29. 42

24.

21.99

33. 38

Questionnaire "B", Subscale - Resource System Control
5.

76. 83

21. 25

12.

68. 17

34. 27

13.

17.32

28.80

15.

79 .99

31.14

16.

77 .50

30. 79

23.

67.66

25.79

26.

80. 83

20.70

31.

40. 99

43.55

69
Table 3 (cont'd.)

Item

Mean
Score

Std. Dev.

I tern

Mean
Score

Std. Dev.

Questionnaire "B", Subscale Resource System Adaptability
1.

32. 82

25.29

4.

72.16

28. 95

7.

40. 16

33.61

22.

6 6.50

27.53

27.

44.17

31. 51

28.

13. 16

22 .60

29.

31. 66

35.60

32.

15. 17

26.79

Questionnaire "B", Subscale - Resource System Feedback
2.

87. 50

26.14

3.

94. 33

8.72

9.

87 .50

12.44

10.

84. 84

23. 46

17.

89. 99

16. 28

19.

96 .16

3. 74

25.

68.17

31. 81

30.

81.67

22. 89

Subordinates' Management Methodology.

The S/J

subscale is a measurement of the man a g e r 's perception
of how his subordinates manage their own jobs.

The

questionnaire items are structured such that a maximum
score of 50 is possible.
considered desirable.
30.

Scores greater than 30 are

No respondents scored less than

The minimum score achieved was 33; the maximum

score was 46.
above 39.

Forty percent of the respondents scored

70
Table 4.

Distribution of total scores for Questionnaire
MA" Subscale S / J , Perception of Subordinates'
Management Methodology.

Actual
Score

Number of
Respondents

Per Cent
of Total

33

1

3. 33

35

3

10.00

36

2

6.67

37

2

6.67

38

4

13. 33

39

6

20. 00

41

2

6.67

42

3

10 .00

43

3

10.00

44

1

3.33

45

1

3.33

46

2

6.67

30

100.00

Totals

Mode Score = 39, Mean Score = 39.7, Standard Deviation = 3.4

Managers' Management Methodology.

The

S/S subscale

is a measurement of the manager1s perception of how he
manages his own job.

The questionnaire items are

structured such that a maximum score of 50 is possible.

71
Scores greater than 30 are considered desirable and
indicate a management style supportive of MBO.
Occupational Deans
Table 5.

Seventeen

(approximately 57%) scored above 30.

Distribution of total scores for Questionnaire
"A" Subscale S/S, Perception of Managers'
Management Methodology.

Actual
Score

Number of
Respondents

20

1

3.33

24

2

6.67

26

1

3.33

27

1

3.33

28

2

6.67

29

2

2.67

30

4

13.33

31

4

13.33

32

4

13.33

33

5

16.67

35

2

6.67

37

1

3.33

39

1

3.33

30

100.00

Totals

Per Cent
of Total

Mode Score = 33, Mean Score = 30.6, Standard Deviation = 3.9

72
Salary Administration Syst e m .

The total maximum

score possible on each subscale in Questionnaire MB" is
800.

A score of 400 or more is considered desirable and

indicates a higher degree of readiness to accomodate
and reinforce MBO.

The scale measuring the readiness

of the salary administration systems produced the results
shown in Table 6.

Eighty percent of the Occupational

Deans obtained a score of less than 400.

The maximum

score was 710; the minimum score was 130.
Table 6.

Score
Range

Distribution of total scores for Questionnaire
"B" Subscale - Salary Administration

Number of
Respondents

Per Cent
of Total

101 - 200

5

16.67

201 - 300

16

53. 33

301 - 400

3

10.00

401 - 500

0

0.00

501 - 600

3

10.00

601 - 700

2

6.67

701 - 800

1

3.33

30

100.00

Totals

Mode Score = 220, Mean Score = 313.2, Standard Deviation =
156.7

73
Operational Budget System.

Ninety percent of

the Occupational Deans scored above the 400 level on the
scale measuring the readiness of the operational budget
systems to support MBO.

One respondent scored less

than 200, and two respondents scored higher than 700.
The maximum score was 715; the minimum score was 145.
Table 7.

Distribution of total scores for Questionnaire
"B" Subscale - Operational Budget

Number of
Respondents

Score
Range

Per Cent
of Total

101 — 200

1

3.33

201 - 300

0

0.00

301 - 400

2

6.67

401 - 500

7

23. 33

501 - 600

11

36.67

700

7

23.33

800

2

6.66

30

100.00

601
701

—

_

Totals

Mode Score = 600, Mean Score = 542.3, Standard Deviation =
130.8

Personnel Employment System.

Over ninety-three

percent of the Occupational Deans scored above the 400
mark on the personnel employment subscale of Questionnaire

74
MB".

Two respondents scored less than 400, and two

respondents scored more than 700.

The maximum score

was 770; the minimum score was 310.
Table 8.

Score
Range

Distribution of total scores for Questionnaire
"B" Subscale - Personnel Employment

Number of
Respondents

Per Cent
of Total

101 - 200

0

0. 00

201 - 300

0

0. 00

301 - 400

2

6.67

401 - 500

8

26.67

501 - 600

8

26.67

601 - 700

10

33. 33

701 - 800

2

6.67

30

100.00

Totals

Mode Score = 535, Mean Score = 558.8, Standard Deviation =
107.3

Staff Workload Assignment System.

Over ninety-

six percent of the respondents scored at the 400 level or
above.

Ten percent of the Occupational Deans scored

above 700.
was 370.

The maximum score was 750; the minimum score

75
Table 9.

Score
Range

Distribution of total scores for Questionnaire
"B” Subscale - Staff Workload Assignment

Number of
Respondents

Per Cent
of Total

101 - 200

0

0.00

201 - 300

0

0.00

301 - 400

2

6.67

401 - 500

7

23.33

501 - 600

9

30.00

601 - 700

9

30.00

701 - 800

3

10.00

30

100.00

Totals

Mode Score = 690, Mean Score = 576.8, Standard Deviation =
111.9

Resource Support Systems Goal Orientation.
A maximum score of 800 was possible in each of the sub­
scales of Questionnaire "B" dealing with the character­
istics of the resource support systems studied.

A

score of 400 or more on each scale is considered
desirable, indicating that in fifty percent or more of
the instances the resource support system operated in
a manner supportive of MBO.

The scale measuring the

goal orientation of the resource support systems produced
the results shown in Table 9.

Eighty percent of the

76
Occupational Deans scored at the 400 level or above.
Ten percent of the respondents scored less than 300,
and over six percent of the respondents scored over 700.
The maximum score produced was 780; the minimum score
was 250.
Table 10.

Distribution of total scores for Questionnaire
"B" Subscale - Goal Orientation

Number of
Respondents

Score
Range

Per Cent
of Total

101 - 200

0

0.00

201 - 300

3

10.00

301 - 400

4

13.33

401 - 500

11

36.67

501 - 600

7

23.33

601 - 700

3

10.00

700 - 800

2

6.67

30

100.00

Totals

Mode Score = 410, Mean Score = 475.8, Standard Deviation =
129.2

Resource Support Systems Control.

Approximately

seventy-seven percent of the Occupational Deans scored
above the 400 level.

Two respondents scored below the

300 level and three respondents scored above the 700

77
level.

The maximum score achieved on the subscale

measuring the amount of control a dean exercises over
the resource support systems studied was 780; the
minimum score was 110.
Table 11.

Score
Range

Distribution of total scores for Questionnaire
"B" Subscale - Control

Number of
Respondents

Per Cent
of Total

101 - 200

1

3.33

201 - 300

1

3.33

301 - 400

5

16.67

401 - 500

8

26.67

501 - 600

8

26.67

601 - 700

4

13.33

701 - 800

3

10.00

30

100.00

Totals

Mode Score = 470, Mean Score = 509.3, Standard Deviation =
150.9

Resource Support Systems Adaptability.

Thirty

percent of the Occupational Deans scored above the 400
level on the scale indicating the level of adaptability
of the resource support systems.

Thirteen respondents

78
scored below the 300 level; no respondents scored above
the 700 level.

The maximum score attained was 630.

The minimum score was 60.
Table 12.

Score
Range

Distribution of total scores for Questionnaire
”B" Subscale - Adaptability

Number of
Respondents

Per Cent
of Total

001 - 100

1

3.33

101 - 200

7

23.33

201 - 300

5

16.67

301 - 400

8

26.67

401 - 500

7

23.33

501 - 600

1

3.33

601 - 700

1

3.33

701 - 800

0

0.00

30

100.00

Totals

Mode Score = 455, Mean Score — 315.8, Standard Deviation =
130.3

Resource Support Systems Feedback.

One-

hundred percent of the Occupational Deans scored above
the 400 level on the scale indicating the extent to which
the resource support systems provide feedback to the user.
No respondents scored below the 500 level.

Fifteen

79
respondents scored above the 700 level.
score produced was 580.

The minimum

The maximum score was 800,

the highest score possible.
Table 13.

Score
Range

Distribution of total scores for Questionnaire
"B" Subscale - Feedback

Number of
Respondents

Per Cent
of Total

101 - 200

0

0.00

201 - 300

0

0.00

301 - 400

0

0.00

401 - 500

0

0.00

501 - 600

3

10.00

601 - 700

12

40.00

701 - 800

15

50. 00

Totals

30

100.00

Mode Score = 625, Mean Score = 690.2, Standard Deviation =
63.5

Management Styles and Resource Support Systems.
Table 13 displays the mean scores and standard deviations
for each of the subscales of the data gathering instruments.
The scores are the means for the entire population of
Occupational Deans in Michigan community colleges.

80

Table 14.

Mean Scores and Standard Deviations for all
Subscales of Questionnaires "A" and "B"

Subscale

Maximum
Score

Mean
Score

Standard
Deviation

Subordinates' Manage­
ment Methodology

50

31.7

3.4

Managers* Management
Methodology

50

30.6

3.9

Salary Administration
System

800

313. 2

156.7

Operational Budget
System

800

542. 3

130. 8

Personnel Employment
System

800

558.8

107.3

Staff Workload
Assignment System

800

576. 8

111. 9

Goal Orientation of
Resource Systems

800

475.8

129.2

Control of Resource
Systems

800

509. 3

150. 9

Adaptability of
Resource Systems

800

315.8

130.3

Feedback Provisions of
Resource Systems

800

690.2

63.5

81
Relationship of College Size and Organizational
Structure to Questionnaire Responses
The responses to the questionnaires were
categorized by college size and organizational structure.
The results for each subscale of Questionnaires "A" and
"B" were compiled as shown in Tables 15 and 16.

The

correlation of college size and organizational structure
to subscale scores is shown in Table 17.
College S i z e .

The mean score for each subscale

is given in Table 15 for the total number of respondents
in a given category of college size.

The number of

respondents in each size category is given under the
heading.

No. of Resp.

The standard deviation produced

for each subscale is given below the mean score.

At the

bottom of the table the mean score for each subscale
attained by the entire population is given.

In no

instances were mean scores produced by category of
college size found to be significantly different from
mean scores produced by the entire population.
Organizational Structure.

Table 16 displays the

mean scores and standard deviations for the total number
of respondents in each category of organizational
structure.

Also given are the numbers of respondents in

each category and the mean scores produced by the total
population.

No mean scores for subscales by category

of organizational structure were found to be significantly
different from population mean scores.

Table 15. Mean Scores and Standard Deviations for all Subscales of Questionnaires "A” and "B" by
Category of College Size

College
Size

SUB
M24F

M3R
M3E

SAL
ADMN

OPER
BDGT

Subscales
PERS
WORK
EMPL
ASGN

M. Score

38.1

30.6

271.1

588.9

603.3

Std. Dev.

3.4

1.5

170.0

117.5

M. Score

40.4

29.9

334.3

Std. Dev.

3.9

4.6

M. Score

40.4

Std. Dev.

No. of
Resp.

0001
to
1000

9

1001
to
2000

7

2001
to
5000

7

5000
or
More

7

Mean Score far
all Respondents

GOAL
ORJT

CCWT

ADPT

EDBK

614.4

513.3

561.1

356.7

647.8

96.8

91.4

113.7

135.3

116.2

71.6

540.0

571.4

515.7

454.3

492.9

308.6

705.7

174.6

101.0

79.0

123.8

153.3

127.8

105.3

66.5

32.3

348.6

570.0

537.1

580.0

465.7

557.1

307.1

707.1

4.2

4.1

179.6

119.9

89.0

134.9

140.8

141.6

136.3

57.1

M. Score

39.1

29.7

302.9

445.7

500.0

577.1

451.4

405.7

268.6

702.9

Std. Dev.

2.2

5.3

111.5

159.1

147.5

97.9

131.5

170.8

170.8

40.7

39.7

30.6

313.2

542.3

558.8

576.8

475.8

509.3

315.8

690.2

Table 16. Mean Scores and Standard Deviations for all Subscales of Questionnaires "A" and "B" by
Category of Organizational Structure

Organizational No.
Resp,»
Structure

OD
I - AD
PRES
Tt _ (OD^D)
PRES

M3R
MOT

SAL
ADWJ

OPER
BDGT

M. Score

39.7

28.6

299.1

470.0

499.1

Std. Dev.

3.9

4.2

147.6

103.0

5 M. Score 39.6

31.0

300.0

3.5

2.7

c d -b d -i a d

M . Score 39.5

GOAL
ORJT

CENT

ADPT

FDBK

539.1

425.5

440.9

273.6

671.8

98.2

110.6

150.6

114.8

118.0

61.0

598.0

550.0

614.0

502.0

602.0

308.0

650.0

198.4

115.6

90.6

72.3

95.5

169.3

116.5

87.2

30.6

325.0

573.6

603.6

588.6

502.1

527.1

346.4

714.3

3.5

3.9

156.6

139.8

107.8

123.0

118.8

154.8

143.1

48.5

39.7

30.6

313.2

542.3

558.8

576.8

475.8

509.3

315.8

690.2

11

Std. Dev.
ITT -

Subscales
PERS
WORK
asq i
EMPL

SUB
MOT

PRES

Std. Dev.

Mean Scare for
all Respondents

84
Correlations.

The correlations between the

subscale scores and the categories of college size and
organizational structure are given in Table 17.

Of the

ten subscales, college size correlated negatively with
eight.

The two subscales with which college size

correlated positively were Salary Administration
and Feedback.

The only subscale which correlated with

college size at the .05 level was Personnel Employment.
Of the ten subscales, organizational structure correlated
positively with nine; Subordinates' Management Methodology
correlated negatively.

Two subscales correlated with

organizational structure at the .05 level, Managers'
Management Methodology and Personnel Employment.
Table 18 indicates the correlations existing
between the subscales on Questionnaire "A" and those
on Questionnaire "B".

Significant correlations were

found to exist between the subscales of Subordinates'
Management Methodology and Adaptability of Resource
Support Systems.

Significant and positive correlations

were found between the subscale

of Managers' Management

Methodology and the subscales of Operational Budget,
Personnel Employment, Staff Workload Assignment, Control
of Resources, and Provision of Feedback.

Table 17. correlation of Subscale Scores with College Size and Organizational Structure.

SUB
M3KT

College
Size

-.071

Organizational
Structure

-.030

MGR
MGMT

SAL
ADMJ

OPER
BDGI

PERS
EMPL

WORK
ASQt

GOAL
OKJT

OONT

ADPT

H3BK

-.002

.100

-.351

-.367*

-.076

-.168

-.309

-.239

.333

.074

.348

.442*

.195

.271

.253

.256

.311

.395*

♦Significant at the .05 level.

Table 18. Correlation of Questionnaire "A" Subscales with Questionnaire "B" Subscales.

Questionnaire "B"
SAL

OPER

PERS

WORK

GOAL

ADM!

BDGT

EMPL

ASQI

OSNT

SUBORDINATES1
MANAGEMENT
MErraxaDOGY

.101

.266

.286

.186

MANAGERS'
MANAGEMENT
lennmxx

.136

.485*

.560*

.401*

OCNT

ADPT

.147

.164

.497*

.288

.553*

.312

FDEK

Questionnaire "A"

♦Significant at the .05 level

-.093

.445*

87

Reliability of the Instrument
Each subscale of both Questionnaires "A*’ and
"B" was divided into two equal numbers of paired
questionnaire items.

The split halves of each subscale

were then compared for internal consistency utilizing
the Split-Half Correlation method.

The values produced

for the correlations were corrected with the SpearmanBrown Correction Coefficient.

Table 19 gives the

correlation coefficient for each subscale.
Table 19.

Split-Half Correlations of Questionnaire
Subscales

Questionnaire
Subscale

Correlation
Coefficient

Subordinates * Management Methodology

.5639

Managers' Management Methodology

.6464

Salary Administration System

.8853

Operational Budget System

.6204

Personnel Employment System

.6565

Staff Workload Assignment System

.5455

Resource System Goal Orientation

. 8726

Resource System Control

.7019

Resource System Adaptability

.7434

Resource System Feedback

.1879

88
MBO Readiness
Management S t y l e .

Figure 1. indicates the results

obtained from the analysis of data generated by the
responses of the entire population of Occupational Deans
to the items in Questionnaire "A” .

The scored position

on each scale of the Readiness Profile was determined
according to the procedures outlined in APPENDIX F.
The respondents scored at the seven level on the S/J
scale (Subordinates' Management Methodology)
level on the S/S scale

and the four

(Managers' Management Methodology).

The S/J scale indicates the extent to which the managers
perceive their subordinates able to work under an MBO
system; the S/S scale indicates the extent to which the
management style the manager actually utilizes is appropri­
ate for MBO.
Figure 1.

MBO Readiness Profile - Management Style

MBO Range

Transitions1
Range

10
9
8
7
6
5
4
3

Non-MBO
Range

2

1

Subordinates
Management
Methodology
S/J

Managers'
Management
Methodology
S/S

7.0

4.0

Resource Support Systems.

Figure 2. shows the

comparison of results obtained in Questionnaire "B" with
a theoretically perfect profile of readiness to utilize
MBO.

The data reflects the responses of the entire popu­

lation of Occupational Deans in Michigan Community College
The scored position on each subscale was determined accord
ing to the procedures outlined in APPENDIX F.

The level

of the position indicates the percentage of time the
resource support system operates in a manner supportive
of MBO.
Figure 2.

MBO Readiness Indicator - Resource Support
Systems

Salary
Admin.
System

MBO Range

Transitional
Range

Non-MBO
Range

100
90
80
70
60
50
40
30
20
10

39.2

Oper.
Budget
System

Pers.
Emply.
System

Staff
Wrkld.
System

67.8

69.9

72.0

90
MBO Resource System Success Factors.

Figure 3.

shows the comparison of survey results on the factors
considered to be of key importance in the successful
utilization of MBO.

The factors are plotted against a

theoretically perfect profile of readiness to support
MBO.

The scales shown indicate the extent

of time)

(percentage

to which the resource support systems studied

operated in a manner which was goal oriented, controllable
by the Occupational Dean, adaptable to change, and
providing of feedback to the Occupational Dean.

The data

establishing the scored position on each subscale was
processed in accordance with the procedures described
in APPENDIX F and represents the responses of the entire
population of Occupational Deans.
Figure 3.

MBO Readiness Indicator - MBO Resource System
Success Factors

Goal
Orient.

Control

Adapt.

100
MBO Range

80
60

Transitional
Range

50
40

Non-MBO
Range

20
10

59.5

63.7

39.5

Feedback

CHAPTER V
SUMMARY, CONCLUSIONS, AND IMPLICATIONS
OF THE STUDY
Summary
The purpose of the study was to determine the
extent to which the management styles employed by
Occupational Deans and the resource support systems
available to them functioned in a manner supportive
of MBO.

To make such a determination it was necessary

to define:
1.

The degree to which the managerial styles
employed by the deans were appropriate
for MBO.

2.

The degree to which assumptions the deans
held concerning the ability of their
subordinates to work under MBO would allow
them to use MBO.

3.

The extent to which the resource support
systems were supportive of goal achievement
in the occupational programs.

4.

The extent to which the resource support
systems are controllable by the deans.

5.

The extent to which the resource support
systems were adaptable to changing needs
in the occupational programs.

6.

The extent to which the resource support
systems provided feedback information to
the deans.

The study included the entire population of
thirty Occupational Deans in Michigan community colleges.
91

92
Each participant was selected from the Directory of
Vocational Administrators published by the Michigan
Department of Education.

Written questionnaires were

developed, pilot tested, and mailed to the identified
Occupational Dean in each community college.

A total

of thirty questionnaires were returned in usable form
representing 100 percent of the population.
The data were tabulated upon receipt and
analyzed using standard statistical programs on the
Michigan State University Computer System.

The programs

included univariate and multivariate analysis of
variance, covariance, and regression which produced
population and categorical questionnaire item means and
standard deviations and questionnaire subscale means and
standard deviations.

The program also produced an

analysis of significant differences between population
and categorical questionnaire subscale means.

The data

were also analyzed using the CISSR data analysis program
which produced a distribution of population responses
for each questionnaire subscale, a chi-square analysis
of the data for significant relationships between
variables, and a split-half correlation analysis of the
questionnaire items to test for internal consistency.
Conclusions
The reliability of the instruments utilized to
gather data in the study was demonstrated to be acceptable

93
in all subscales except: one. Resource System Feedback.
All others revealed a correlation coefficient above
.5000.

Resource System Feedback produced a correlation

coefficient of only .1879.

Assuming validity of the

instruments, conclusions drawn concerning the results
of the study may be interpreted with confidence for
all subscales except the one noted above.
Management Style
The Occupational Deans as a whole demonstrated
a belief that their subordinates were able to manage
their own jobs in a manner which is conducive to the
use of MBO.

The average score on the S/J subscale of

Questionnaire "A" for the entire population was 39.7
with a standard deviation of 3.4.

The scored position

for the Occupational Deans on the MBO Readiness Profile
was 7.0 which placed them in the MBO Range.

The mean

scores produced for the categories of college size and
organizational structure varied no more than 1.6 from
the population mean score with no statistical significance
revealed between the mean scores of the population and
the subcategories.

The results of the study would

appear to support the conclusion that regardless of the
organizational structure of a community college or the
size of its occupational programs, the Occupational
Deans perceive their subordinates as being able to
utilize MBO in their jobs.

Seventy percent of the

94
responses to the S/J subscale were positive towards
MBO.
The management styles employed by the Occupational
Deans were revealed in subscale S/S of Questionnaire ”A " .
The average score for the entire population of
Occupational Deans was 30.6 with a standard deviation
of 3.9.

The scored position of the deans on the MBO

Readiness Profile was 4.0 which placed them in the
Transitional Range indicating that with additional
training and/or development they would likely exhibit
a management style which was suitable for MBO.

The

scores produced for the subcategories of college size
and organizational structure varied no more than 2.0
with no statistically significant differences apparent
between the mean scores for the subcategories and the
total population.

The results of the study for both

subscales S/J and S/S seem to indicate that while the
Occupational Deans hold positive assumptions concerning
their subordinates'abilities to work under MBO, they
actually employ management styles which do not reflect
that belief and are only marginally conducive to the
implementation and utilization of MBO.

Only forty

percent of their responses concerning their own manage­
ment styles were supportive of MBO.
Resource Support Systems
The resource support systems available to the
Occupational Deans in the accomplishment of their objectives

95
were demonstrated to be supportive of goal achievement
in 59.5 percent of the instances measured.

The mean

score for the entire population on the Goal Orientation
subscale of Questionnaire "B" was 475.8 with a standard
deviation of 129.2.

The mean scores for the subcategories

of organizational structure and college size deviated
from the population mean scores by no more than 37.5
which resulted in no significant difference.

The

results of the study seem to indicate that the resource
support systems operate in the Transitional Range as
indicated on the MBO Readiness Indicator.

Such a

rating reveals that the resource support systems are
only marginally supportive of MBO in terms of goal
orientation.
The mean score of the total population on the
control of resource support systems was 509.3 with a
standard deviation of 150.9.

The mean scores of the

subcategories of organizational structure and college
size deviated no more than 103.6 from the population
mean score, thus no statistically significant difference
was found to exist between the total population and
the subcategories on control of resources.

The scored

position for the Occupational Deans on the Control of
Resources subscale of Questionnaire "B" was 63.7 on the
MBO Readiness Indicator.

The score indicates that in

63.7 percent of the instances measured the Occupational

96
Dean exercised control over the resource support systems.
The score indicates that the control exercised by the
deans was near the MBO Range but remained in the
marginally acceptable Transitional Range.
The adaptability of the resource support systems
to change was revealed by the study to be relatively
limited.

The population mean score on the Resource

Support System Adaptability subscale of Questionnaire
"B" was 315.8 with a standard deviation of 130.3.

The

scored position of the adaptability subscale on the
MBO Readiness Indicator was. 39.5 which placed the
system in the lower level of the Transitional Range.
The score indicates that in only 39.5 percent of the
instances measured could the resource support systems
be readily changed to meet changing circumstances in
the occupational programs.

It may be concluded from the

results of the study that the resource support systems
available to the Occupational Deans are adaptable to
change to only a limited extent and that the limited
adaptability is not suitable to the implementation and
utilization of MBO.
The low degree of internal consistency found to
exist in the responses of the population on the
Resource Support System Feedback subscale of Questionnaire
"B" precludes firm conclusions.

However, apparent

conclusions may be cautiously offered for consideration.
The mean score for the total population on the feedback

97
scale was 690.2 with a standard deviation of 63.5.

The

scored position on the MBO Readiness Indicator was 86.3
which placed the Resource Support System in the MBO
Range.

The mean scores for the subcategories of

organizational structure and college size differed from
the population mean score by no more than 42.4 resulting
in no statistically significant difference.

The results

of the study would seem to indicate that the Occupational
Deans receive feedback from the resource support
systems in 86.3 percent of the instances measured, a
substantial amount of feedback entirely suitable for
utilization of MBO.
The Salary Administration subscale of Questionnaire
"B" produced a mean score for the total population of
313.2 with a standard deviation of 156.7.

The mean

scores for the subcategories of organizational structure
and college size differed no more than 92.1 which proved
to be statistically insignificant.

The scored position

for salary administration on the MBO Readiness Indicator
was 39.2 which rated very low in the Transitional Range.
It would appear that of the four resource support systems
studied, Salary Administration rated the lowest in the
degree to which the resource support system operated in
a manner supportive of MBO.

In only 39.2 percent of the

instances measured did the Salary Administration system
support MBO.

98
The Operational Budget system operated in a
manner supportive of MBO in 67.8 percent of the instances
measured.

The mean score for the population on the

Operational Budget subscale of Questionnaire "B" was
542.3 with a standard deviation of 130.3.

In no

instances did the mean scores produced for the sub­
categories of organizational structure and college size
differ more than 96.6 from the population mean score on
the subscale, thus no significant difference existed in
the scores.

The scored position of the operational

budget system on the MBO Readiness Indicator was 67.8
which placed it in the top level of the Transitional
Range and indicates that the system is almost to the
point of operating in a manner considered necessary to
the successful implementation and utilization of MBO.
The population mean score on the Personnel
Employment subscale of Questionnaire "BM was 558.8 with
a standard deviation of 107.3.

The scored position of

the Personnel Employment system on the MBO Readiness
Indicator was 69.9 placing it at the top of the
Transitional Range and only a half of a point away from
the MBO Range.

The mean scores for the subcategories

of organizational structure and college size were
different from the population mean score by no more than
59.9 points; no significant difference was found to
exist between the population and the subcategories on the
scores.

The results of the study indicate that in 69.9

99
percent of the instances measured the Personnel
Employment systems available to the Occupational Deans
operated in a manner supportive of the successful
implementation and utilization of MBO.
The Staff Workload Assignment system operated
in a manner supportive of MBO in 72.0 percent of the
instances measured.

The population mean score on the

Staff Workload Assignment subscale of Questionnaire "B"
was 576.8 with a standard deviation of 111.9.

The

mean scores produced by the subcategories of organizational
structure and college size differed from the population
mean score by no more than 37.7 indicating no
statistically significant difference existed between the
population and the subcategories on the mean scores.
The scored position on the MBO Readiness Indicator for
the Staff Workload Assignment system was 72.0 which
placed it firmly in the MBO Range.

The score indicates

that the system operated in a manner conducive to the
successful implementation and utilization of MBO.
Relationships Between Variables
Although no significant differences were found
to exist between the mean scores for the total
population and the mean scores for the subcategories
of college size and organizational structure, there
appeared to be a relationship between the variables of
college size and the subscale scores and between

100
organizational structure and the subscale scores.

The

relationships are shown in Table 17 on page 85 in the
form of correlation coefficients.

A correlation

coefficient of — .351 between college size and the mean
scores produced on the Operational Budget subscale
indicated that as college size increased the Operational
Budget system grew less supportive of MBO.

Similarly

as college size increased, the Personnel Employment
system became less supportive of MBO

( r = -.367), the

resource systems became less adaptable to change
( r « -.239), the Occupational Dean was able to exert
less control over the resource support systems

( r = -.309),

but the resource support systems provided increased
feedback

( r = .333).
The type of organizational structure appeared to

have a relationship with the subscale scores as is
indicated in Table 17 on page 85.

As the organizational

structure changed from Type I to Type II and I I I , the
Managers' Management Methodology became more supportive
of MBO ( r = .395), the Operational Budget system grew
more supportive

( r = .348), and the Personnel

Employment system became more supportive of MBO

( r = .442).

As the organizational structure changed type the resource
support systems grew more goal oriented

( r = .271),

more controllable by the Occupational Deans
more adaptable to change
feedback information

{ r = .253),

( r = .256), and provided more

( r = .311).

101
Although the relationships between the variables
did appear to exist, it must be remembered that the
mean scores produced by the population did not differ
significantly from the mean scores produced by the
subcategories of organizational structure and college
size.

A possible explanation of the fact that a

relationship existed between the variables while not
producing a significant difference in the results of
the subscales is that the subscale mean scores were
produced for groups of respondents whereas the correlation
coefficients between t h e .variables were produced on the
basis of individual respondents.

The relationships

between the variables could exist within the subcategories
of organizational structure and college size.

Within

the subcategory of College Size X , there exists nine
different college sizes.

Within the subcategory of

Organizational Structure III, there exists fourteen
different respondents.
The relationship between a manager's perception
of his subordinates' management methodology and the
subscale scores in Questionnaire "B” can be seen in the
correlation coefficients shown in Table 18 on page 86.
It would appear that as a manager's assumptions concerning
his subordinates' abilities to work under an MBO system
grew more positive, the Personnel Employment system
( r = .286) and the Operational Budget system { r = .266)

102
likewise grew more supportive of MBO.

It also appeared

that the resource support systems increased in
adaptability to changing needs as the Subordinates'
Management Methodology score increased ( r = .497).
As the Managers1 Management Methodology score
increased, the Operational Budget system ( r = .485),
Personnel Employment system ( r = .560) and the Staff
Workload Assignment system
support for MBO.

( r = .401)

increased in

Likewise, the resource support systems

became more goal oriented

{ r = .288), the Occupational

Deans exerted more control over the systems

{ r = .553),

the systems became more adaptable to changing needs
f r = .312), and the systems provided more feedback
information

( r = .445).

It is not the intent of the author to infer that
a causal relationship existed between the variables.
The results of the study indicate that as one variable
increased in magnitude other variables seemed to also
increase in value or decrease in value as was indicated
by the correlation coefficients.

The degree of the

relationships between the variables is indicated by
the magnitude of the correlation coefficients.

It is

possible that a manager1s management methodology affects
the resource support systems about him or that the
resource support systems affect a manager's management
methodology or his assumptions concerning his subordinates.

103
However, it is beyond the scope of this study to arrive
at such conclusions.

The results of the study simply

indicate that a relationship does exist between the
variables.
The wide spread in the score distributions on
all of the subscales in Questionnaires "A" and "B" and
the large standard deviations in the scores on the
subscales in Questionnaire "B" indicate that the
Occupational Deans in Michigan community colleges varied
significantly in their mode of operation in the
administration of occupational education.

It may be

concluded that for the most part the Occupational Deans
were not similar to one another in their management
styles and in the manner in which they were able to
utilize their financial and nonfinancial resources.

It

would appear that some unidentified underlying factors
affected the mode of operations of the deans.
factors might be is a matter of conjecture.

Hhat those
Perhaps

the individual personalities of the Occupational Deans
cause them to differ from one another.

Perhaps it is

the varying environments of the community colleges in
which they function which cause the differences as
Odiorne pointed out in stating that the values and goals
of an organization shape the behavior of a manager.
This study did not seek to determine the causal
factors for differences which might appear between the
responses of the individuals participating in the study

104
other than the factors of college size and organizational
structure.

It was found that the factors did not

result in significant differences in the mean scores of
the subcategorical groups of respondents on the subscales
of the questionnaires.

The factors did, however, relate

to the scores of the individual respondents on the
questionnaire subscales.
Implications
The foremost implication of the study reinforces
the findings of Tosi and Carroll that MBO must be
carefully implemented, taking into account the individual
differences of each manager.

A blanket approach to

implementing MBO in all of the community colleges in
Michigan would surely result in undue difficulties for
many Occupational Deans.
The deans operate differently from one another
in their individual community colleges.

No single

approach to management could be appropriate for all of
the Occupational Deans in Michigan community colleges.
However,

taken as a group or in subcategorical groups

determined by college size or organizational structure,
certain conclusions and implications can be derived from
their responses to the study questionnaires.

The

conclusions and implications represent the characteristics
of the Occupational Deans as a group rather than as
individuals.

105
The findings of the study seem to imply that
except for the Staff Workload Assignment system, the
resource support systems Information Feedback, and the
Occupational Deans'

assumptions as to their subordinates'

abilities to work under MBO, neither the management styles
employed by the deans nor the resource support systems
operate in a manner which would support the successful
implementation and utilization of MBO.

The Operational

Budget system and the Personnel Employment system
operate in a manner which is close to being appropriate
for the utilization of MBO but do not measure up to an
acceptable level of support.
If MBO is to be successfully implemented in Michigan
community colleges, several factors in the situation will
need to change.

The management styles actually employed

by the Occupational Deans must become more participative,
and the Occupational Deans must delegate more respon­
sibility and authority to their subordinates.

As the

findings indicate, the deans already believe their sub­
ordinates have the capabilities to handle responsibility
and authority; the deans have not, however, exercised
a management style which takes advantage of their
assumptions.

The results of the study tend to reinforce

Bender and Pichardson's conclusions that educational
administrators utilize less effective management styles.
The results of the study indicate that the deans utilize

106
i

management: styles similar to McGregor* s Theory X in that
they do not use participative management.

However, the

study also reveals that the resource support systems
available to the deans do not adequately operate in a
goal achievement manner.

Thus one may conclude that the

actual management styles employed in community college
occupational education might be described as both nonparticipative and non-goal oriented.

Such a

management style would be considered less effective
than other management styles according to current
management theories.
The salary administration system must change to
reward accomplishment, become flexible and adaptable to
changing needs, and become more controllable by the
Occupational Deans.

The salary administration system

is one of the most crucial factors in an MBO setting
as it directly affects all persons in the system.

It

is also one of the most direct means by which an
individual can be rewarded for goal accomplishment.
As the study findings point out, the salary adminis­
tration system in Michigan community colleges does not
presently operate in a manner conducive to the effective
utilization of MBO.
All resource support systems need to become more
adaptable to changing needs.

The findings of the study

would tend to support Corrick* s study in which he

107
determined that the resource allocation systems in
community colleges tend to be static and unrelated to
need.

The study results also support Komar's findings

which pointed out that chief vocational-technical
education administrators in community colleges identify
lack of control of resource systems, financial resource
allocation, and personnel staffing as major problems in
the administration of occupational education.
There exists an apparent incongruency between
the beliefs of the Occupational Deans and their actions.
The implications of that assumption are quite profound.
It could mean that the deans are prevented from
exercising the type of management they would like.

The

findings of Komar's study that the tenure of chief
vocational-technical administrators averages approximately
only three years might reveal a result of vocational
administrators not being able to do that which they feel
is proper or necessary in the management of their
personnel and resources.

If it is the manner in which

the resource support systems function that is the factor
preventing the exercise of a management style congruent
with beliefs, the resource support systems should be
altered.
The incongruency could also indicate that the
deans are not aware of the actual management styles they
employ.

Such a conclusion would reinforce the findings

108
of the study by Argyris in which it was demonstrated
that a large majority of managers profess one management
style and use another.

The cause of the apparent

discrepancy between actual and professed management styles
could be an effect of the deans knowing the acceptable
management assumptions

(according to the management

theory they have been taught or exposed to) but not really
believing in them.

If such is the case, the validity of

the S/J scale in the Odiorne questionnaire would be
seriously in doubt.

The respondents to the questionnaire

items could recognize the acceptable responses and
respond to reveal themselves as "proper" managers while
not revealing their actual beliefs and assumptions.

The

respondents might not even be aware of what their actual
beliefs and assumptions are.
Regardless of what the causes may be of the
incongruency between the beliefs and actions of the
Occupational D e a n s , one may conclude that if MBO is to
be successfully implemented in Michigan community colleges
both the management styles employed by the Occupational
Deans and the functioning of the resource support systems
must change.
Problems for Further Study
A study should be conducted to determine the
management styles actually employed by the Occupational
Deans in Michigan community colleges and to determine

109
the effectiveness of each particular dean's style.
The study should also identify those situational factors
surrounding the Occupational Dean which might have an
effect on the effectiveness of the management style.
A study should be conducted to determine the
characteristics of the various salary administration
systems in Michigan community colleges.

The study should

include a measurement of the results of the different
systems to ascertain the effects of the systems on
personnel motivation and satisfaction.
A study should be conducted of the motivational
needs, aspirations, and qualifications of the adminis­
trative subordinates of Occupational Deans in Michigan
community colleges to determine the management styles
most appropriate or successful with persons exhibiting
certain traits and characteristics.

Such a study would

clarify the need or lack of need for such management
systems as MBO.
A study should be conducted to more fully explore
the apparent discrepancy between the beliefs and the
actions of community college Occupational Deans.

The

study should focus on the discovery of causal factors
of the discrepancy if the discrepancy is found to actually
exist*

The study should determine if the beliefs

professed by the Occupational Deans are real or are
merely "acceptable" responses keyed by recent management

110
theory exposure.

The study should also determine

environmental factors which might bear on the actions
of the deans such as the beliefs and actions of their
immediate superiors.

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"The Values and Pitfalls of MBO," Michigan
Business R e v i e w , Vol. XXVI, No. 3, (July, 1 9 7 4 ) ,
pp. 11-14.
Schrieber, David E. and Stanley Sloan.
"Management By
Objectives,"
Personnel Administrator, (15 MayJune, 1970) , pp"I 20-26.
Schuster, Fred.
"A Systems Approach to Managing Human
Resources,"
Personnel.Administrator, (15 MarchApril, 1971), pp. 27-32.
Strauss, George. "MBO:
A Critical View,"
Training and
Development J o u r n a l , (April, 1972), pp. 10-15.
Tosi, Henri L. and Stephen Carroll.
"Some Factors
Affecting the Success of Management By Objectives,"
Journal of Management Studies, Vol. 7, No. 2,
(May, 1970), pp. 209-223.
Tosi, Henri L. and Stephen Carroll.
"Management by
Objectives,"
Personnel Administration, Vol. 33,
(July-Aug, 1970), pp. 44-48.
Unpublished Materials
Altergott, Bruce H.
"Management By Objectives for the
Public Schools."
Unpublished Doctoral Thesis,
Indiana University, 1970.

114
Bender, Louis and Richard Richardson, Jr.
"Management
Concepts and Higher Education Administration."
Paper presented at Florida State University,
May, 1972.
Bivens, Donald R.
"An Analysis of the Factors Affecting
the Democratic Administration Concept."
Unpublished Doctoral Thesis, Indiana University,
1971.
Collins, Robert W.
"Management-by-Objectives: Advantages,
Problems, Implications for Community Colleges."
Paper presented at University of Southern California,
1971.
Connellan, Thomas and Robert E. Lahti, "Managing Community
Colleges by Objectives."
Speech delivered at
Midwest Community College Leadership Council
at Michigan State University, July 14, 1971.
Corrick, George W.
"A Field Study of Resource Allocation
Systems in Two Community Junior Colleges."
Unpublished Doctoral Thesis, The University of
Florida, 1970.
Keller, Marvin K.
"The Evolving Role of the Chief
Vocational Technical Administrator in Selected
Florida Public Community Colleges." Unpublished
Doctoral Thesis, University of Florida, 1971.
Kessel, Vicki and Oscar G. Mink.
"The Systems Approach
to Organization Development:
Formulating Goals
and Deriving Objectives."
Paper presented at
the annual convention of the American Education
Research Association, New York (Feb., 1971).
Komar, John J.
"The Qualifications, Positions, and
Problems of Chief Administrators of VocationalTechnical Education in Public Two-Year Colleges
in the United States, With Special Reference
to Michigan."
Unpublished Doctoral Thesis,
Michigan State University, 1973.
Lahti, Robert E.
"Vistas to More Administrative
Accountability."
Paper presented at an
accountability seminar, Durham, North Carolina,
June 14, 1971.

115
Lynam, William Joseph.
"A Study of the Administrative
Competencies Needed by the Community College
Academic Dean and a Model of their Translation
into Behavioral Statements Related to Administrative
Training Experiences."
Unpublished Doctoral
Thesis, Michigan State University, 1970.
Management by Objectives, An In-Service Manual for the
Administrative Staffs of League For West Central
Michigan Community Colleges.
Unpublished manual,
1972.
Moore, Dr. Michael.

Personal Interview.

October 9, 1973.

Odiorne, George.
MBO Guidebook. Instructional aid
utilized in MBO implementation seminars.
Parks, Darrell L"Management by Objectives,"
Speech
presented at the MBO Conference, Tennessee State
Board for Vocational Education r N o v . , 1971.
Rarig,. Emory W.
"Administrative Practices in Institutional
Long-Range Planning in Community and Junior
Colleges."
Unpublished Doctoral Thesis, Columbia
University, 1968.
Robenstine, James D.
"A Study of Operating Fund Allocation
in Public Community Colleges."
Unpublished
Doctoral Thesis, The University of Michigan, 1970.
Schoderbek, Peter P.
"Management by Objectives, A Guide
for Managers,"
Unpublished paper, Michigan State
University, 1973.
Shanahan, Dr. John.

Personal interview.

Nov.

14, 1973.

Smith, Chauncey W.
"Management Systems, Some Techniques
from Behavioral Technology."
Unpublished paper,
The University of Michigan, 1972.
Stevenson, William W.
"Management by Objectives - State
Level."
Speech delivered at 1972 American
Vocational Association Convention, December, 1972,
Chicago, Illinois.
Thompson, Duane.
"Job Satisfaction in Administration:
An Investigation of the Joint Effects of
Supervisory Style and Subordinate Self Perception."
Unpublished Doctoral Thesis, University of Iowa,
1969.

116
Vande Guchte, Peter.
"A Study of Relationships Between
the Use of Management-by-Objectives and Perceived
Effectiveness in Selected Community Junior College
Student Personnel Units."
Unpublished Doctoral
Thesis, Western Michigan University, 1973.
Weihrich, H e inz. "A Study of the Integration of Management
by Objectives with Key Managerial Activities and
the Relationship to Selected Effectiveness Measures."
Unpublished Doctoral Thesis, University of
California, 1973.

APPENDICES

APPENDIX A
COVER LETTER

JC ansing C o m m u n ity (college

419 N» CAPITOL AV(,LANSING, MICHIGAN 4ft9)4

U r vin ff t b ,

H *ort

March 4, 1974

of Miihigan

Dear colleague:
As you knew frcin my previcxis conversation with you, I an presently
engaged in a study of managanent styles utilized by occupational
deans in Michigan ocmnunity colleges and the support systems
available to the occupational deans in the performance of the
management function. Your assistance in this study is of the
utmost importance to me and will be greatly appreciated.
You will find enclosed a two-part questionnaire and a self-addressed
return envelope. Each part of the questionnaire is preceded by
instructions for completing the questionnaire. It should take
approximately only twenty minutes to ccnplebe both parts.
You will notice that the questionnaires are identified by code
numbers. The code lumbers are necessary so that the questionnaires
can be grouped by college size far data analysis. You, as an
individual, and your particular ocmnunity college will not be
identified in any aspect of the reporting of the results of this
study. The only mention of your particular ocmnunity college will
be a listing of those ocmnunity colleges participating in the
study.
The study includes all of the public aatmunity colleges in Michigan,
and your participation is essential in making the results of the
study meaningful. I will contact you by telephone within two weeks
of your receipt of the enclosed material. At that time would you
please inform me of the completion and return of the study question­
naire, or would you please be prepared to give me the responses to
the questionnaire itans via telephone. Please be assured that only
the highest professional and ethical standards will be followed
throughout this study.
Thank you for your time and consideration.
Sincerely,

Charles J. Corrigan
Administrative Assistant
Applied Arts and Sciences
CJC/r
Enclosures

117

APPENDIX B
QUESTIONNAIRE "A" AND "B"

Code

QUESTIONNAIRE
Managerial

Each

of

with

the

read

each

which
Try

the

item

respond
on

The

staff

term,

supervision
or

part

who

reflects

according

the

and

to

under
then

the

some

your

way

the

of

you

aspect

direct

circle

extent

the

"A"

Description

describes

staff

carefully

nearly

situation

full

items

administrative

most

to

following

Style

No.

of

your

supervision.

response

your
would

relationship

(1,

agreement
actually

Please

2,

or

3,

4,

5)

disagreement.

handle

the

job.

m e m b e r , refers
have

time

to

those

administrative

administrators,

responsibilities,

or

other

responsibility

in

the

to

each

persons

roles.

faculty

persons

occupational

directly

Such

persons

members

fulfilling
education

with

roles

may

your

include

administrative

of

programs

under

administrative
under

your

d irect i o n .

Please

respond

Cl)

C2)

(3)

(4)

C5)

A l l o w t h e m e x t e n s i v e f r e e d o m to p l a n
a n d o r g a n i z e t h e i r o w n w o r k ................

1

2

3

A

5

A l l o w t h e m to s e t u p s p e c i a l
o t h e r w a y s to w o r k o u t t h e i r
and c o n f l i c t s

1

OUT

OF

3*

4.

w
W CO
at u
u at
< o
<
at to
U M
b n
t-i
tn at

in

BEST

2.

below.
in
*d
W
H
W
W ►J
w n.
at x
o o
< u

THE

1.

Item

WAY

STAFF

TO

GET

MEMBERS

GOOD
IS

PERFORMANCE
TO

...........

Not give th e m i n f o r m a t i o n
their immediate w o r k

t-t

W
W

to at
O o
sc <

w o
B Sc

M
W
tn at
►J o
H <
to to
O M

X

a

►j
w w
U (-*
at to
U id
■< CL.
to X
w O
© O

meet i n g s and
differences

unrelated

3

4

5

to

S p e l l out e x a c t l y w h a t t h e i r j o b s a r e a n d
w h a t Is e x p e c t e d o f t h e m ...................

118

2

1

2

3

4

5

1

2

3

4

5

-2-

f►j
El]
hi
hi —1
hi o.
(A £
CD o
< u

p.-1 w
t-l w
Vi CtJ
o o
S3 <

PJ
hi hi
(A hi
O (A
C O
pd tfl
U1 M
m n
H
M (A
hi o
S5 Z

(1)

(2)

(3)

(4)

(5)

A lw ay s Insist that they salve their own
w o r k p r o b l e m s b u t b e a v a i l a b l e as a
c o n s u l t i ng r e s o u r c e t o t h e m ...................

1

2

3

4

5

Maintain tight
be sure things

1

2

3

4

5

P r o v i d e time, m on ey , and o t h e r r e s o u r c e s
so e a c h p e r s o n c a n d e v e l o p h i s p a r t i c u l a r
s t r e n g t h s and c a p a b i l i t i e s to the f u l lest..

1

2

3

4

5

Set up s y s t e m s w h e r e I n f o r m a t i o n on
p e r f o r m a n c e r e s u l t s g o e s d i r e c t l y to the
s t a f f m e m b e r I n s t e a d o f t h r o u g h y o u ........

1

2

3

4

5

D i scourage staff m e mbers
i n v o l v e d in t h e " w h y ” o f

from getting
t h e i r j o b . . . .....

1

2

3

4

5

B r i n g t h e m t o g e t h e r i n j o i n t m e e t i n g s to
mak e de cisions and solve m u t u a l problems..

1

2

3

4

5

Give them full Informa ti on about their
jobs, their dep ar t m e n t, and the college...

1

2

3

4

5

T e l l them w h e r e they are g o i n g w r o n g a nd
c o n v i n c e t h e m of th e m e r i t s of c h a n g i n g
t h e i r a t t i t u d e s a n d a p p r o a c h e s ...............

1

2

3

4

'5

Solve problems
as p o s s i b l e so

quickly
work...

1

2

3

4

5

A l l o w t h e m to t a k e r e s p o n s i b i l i t y f o r
c o n t r o l l i n g a n d m a n a g i n g t h e i r o w n w o r k . ...

1

2

3

4

5

Encourage
t h ei r own

1

2

3

4

5

1

2

3

4

5

QUESTIONNAIRE

THE

BEST

OUT

OF

5-

6.

7.

8.

9.

10.

11.

12.

13.

14 .

15.

16.

WAY

STAFF

"A"

TO

GET

GOOD

MEMBERS

IS

PERFORMANCE
TO

...........

c o n t r o l s o n a l l w o r k to
d o n ' t g e t o u t o f l i n e .......

for s t af f m e m b e r s
they can get back

as
to

t h e m to r e d e s i g n t h e i r j o b s a r o u n d
c a p a b i l i t i e s .....................

Leave staff
t h e m to g e t

m e m b e r s a l o n e a nd c ou nt on
t h e i r j o b s d o n e ................

119

J U
E-t <
m m
O H
S3 a

hi
hi
CA
U
<
Vi
M
Q

hi
cu
CA

>i-i
hi
H
hi
i-l
PU
sc
O
«J>

-3

QUESTIONNAIRE

"A"

CiJ CU
Gi W
CD ££

>*
«-3

sc a

►J
W W
W
Hi
O J
C n.
cn 7
t- i C
Ci Ci

(3)

(4)

(5)

3

4

5

T r a i n t h e m to do t h e i r w o r k a c c o r d i n g
to s t a n d a r d p r o c e d u r e s .......................

3

4

5

I n s i s t t h a t t h e y s t i c k to t h e i r J o b s a n d
l e a v e d e c i s i o n s a n d p l a n n i n g to y o u .....

3

4

5

D iscourage staff m embers from Introducing
n e w wa ys of d o in g t he ir w o r k w i t h o u t first
c h e c k i n g w i t h y o u ........................ .

3

4

5

<

M
H
Ci]
C
jJ ^

THE
OUT

BEST
OF

WAY

STAFF

TO

GET

GOOD

MEMBERS

IS

PERFORMANCE
TO

...........

hi CU
& S2
<

O
o

(t)
17.

18.

19*

20.

C l a m p d o w n on
between staff

conflict and friction
m e n b e r s ...... ................

Please

proceed

to

Questionnaire

120

"B"

pi c/a
>4
^
Eh
m
O
SC

w
C
i]

CC
O
<

(2 )

pj M
O
E-*
4-1 ££
w o

t-

w
M
nJ

►J a

H
in
O

* tj
c/3
M

Code
QUESTIONNAIRE
Resource

Each
the

statement

below

occupational

Please

read
in

which

statement

example

The

is

some

aspect
you

carefully

which
TRUE

most

in

Description

are

and

the

administration

considered

then

nearly

your

of

place

indicates

particular

of

responsible.

an

(X)

the

on

the

extent

situation.

to

(See

below)

term,

staff

supervision
full

location

to

Systems

for w h i c h

statement

continuum
the

refers

programs

each
a

Support

No.

"B"

or

m e m b e r , refers

who

part

have

time

to

administrative

administrators,

responsibilities,

or

responsibility

the

in

those

other

persons

roles.

faculty

persons

occupational

directly

Such

persons

members

fulfilling
education

under

with

roles

Include

administrative

of

programs

may

your

administrative
under

vnur

direction.

Although
please

some

consider

duplicity
test

items

is

in

each

Item

necessary

consistency

in

the

questionnaire
as

for

a

separate

statistical

may

seem

similar

description.
analysis

and

The
Is

not

to

others,

apparent
meant

to

answering.

DIRECTIONS

1.

Read

each

item

carefully.

2.

C o n s i d e r t h e f r e q u e n c y at w h i c h
your p articular situation.

3.

P l a c e an (X) o n t h e c o n t i n u u m b e t w e e n " N e v e r T r u e " a n d " A l w a y s
T r u e " at a l o c a t i o n w h i c h i n d i c a t e s t h e e x t e n t t o w h i c h t he
s t a t e m e n t h o l d s t r u e in y o u r s i t u a t I o n .

the

statement

applies

to

ui
S3
H

u
n
p
Hd
>

rt

N

N

N

>C
M 3:

Sz

tH

m

m

t"

o' C

L

J

J

cm

Please

respond

to

each

item

w

w

Lj

EXAMPLE
1.

o

I d e t e r m i n e t h e w o r k l o a d s of t h e
staff members under my supervision

121

o

o

o

o iJ

i-J

-

QUESTIONNAIRE

2

-

"B"

u
3
H

O

os

BA

H
BA
W
>N
H
U
Oh O
Se *
m
I_I ... I
1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

O n c e e s t a b l i s h e d , t h e o p e r a t i o n a l b u d g e t f or
the o c c u p a t i o n a l p r o g r a m s c an no t be r e a d i l y
c h a n g e d d u r i n g t h e c o u r s e of t h e f i s c a l y e a r . . . .

j

M
o
r-

N <>
o .J
tn •<

_J-- 1_1

___

I n f o r m a t i o n o n t h e a m o u n t of s a l a r y a n d t h e
last I n c r e a s e r e c e i v e d by the s t a ff m e m b e r s
in t h e o c c u p a t i o n a l p r o g r a m s la n o t r e a d i l y
a v a i l a b l e to
m e ..........................................

Ii

i

I am kept I n f o r m e d of the c u r r e n t s t at u s of
p r e s e n t and f u t u r e p o s i t i o n o p e n i n g s ,
a p p l i c a n t s , an d e m p l o y m e n t o f f e r s for s ta ff
p o s i t i o n s in
t h e o c c u p a t i o n a l p r o g r a m s .............

Ii

i

If t h e n e e d s a r i s e , I c a n i m m e d i a t e l y a s s i g n
s h o r t - t e r m t a s k s to s t a f f m e m b e r s in a d d i t i o n
to t h e i r n o r m a l w o r k l o a d s ..............................

[_j___ j_

I h a v e t h e p r i m a r y d e c i s i o n - m a k i n g r o l e in
d e t e r m i n i n g w h i c h staff m e m b e r s w il l be hired
or d i s c h a r g e d in t h e o c c u p a t i o n a l p r o g r a m s ........

Ii

i

T h e n u m b e r o f s t a f f m e m b e r s e m p l o y e d In t h e
o c c u p a t i o n a l p r o g r a m s is b a s e d u p o n q u o t a s f o r
d e p a r t m e n t s r a t h e r t h a n e s t a b l i s h e d g o a l s or
w o r k l o a d s ...................................................

Ii

i

If e n r o l l m e n t
occupational
or d i s c h a r g e

[_j____ |_

s u d d e n l y g o e s u p o r d r o p s in t h e
p r o g r a m s , I c a n h i r e (if a v a i l a b l e )
s t af f m e m b e r s w i t h i n two w e e k s

H

I d e t e r m i n e h o w e a c h t a s k I a s s i g n to s t a f f
m e m b e r s w i l l c o n t r i b u t e to the o v e r a l l g o a l s
of the o c c u p a t i o n a l p r o g r a m s b e f o r e m a k i n g
t h e a s s i g n m e n t ............................................

I I

I

S t a f f m e m b e r s in t h e o c c u p a t i o n a l p r o g r a m s
are c u r r e n t l y w o r k i n g at n e a r - c a p a c i t y l e v e l s . . .

1

\

|

J.

I r e c e i v e r e g u l a r r e p o r t s of t h e c u r r e n t
e x p e n d i t u r e s a n d I n c o m e s m a d e in the o p e r a t i o n a l
b u d g e t o f t h e o c c u p a t i o n a l p r o g r a m s ................

I i

i

.L .J

If a s t a f f m e m b e r in t h e o c c u p a t i o n a l p r o g r a m s
is a n o u t s t a n d i n g a c h i e v e r , h e is r e w a r d e d w i t h
a l a r g e r - t h a n - n o r m a l s a l a r y I n c r e a s e ...............

L_j____ |_

122

-3w

QUESTIONNAIRE

cu

"B*

pi
f06
w
>
W O
tS iH

1
.

12

13 ,

I have final c o n t r ol over the w o r k l o a d a s s i g n ­
m e n t s o f t h e s t a f f m e m b e r s In t h e o c c u p a t i o n a l
p r o g r a m s ................. .................................
I h a v e p r i m a r y c o n t r o l o v e r t h e a m o u n t of
s a l a r y I n c r e a s e s t a f f m e m b e r s in t h e o c c u p a t i o n a l
p r o g r a m s r e c e i v e .........................................

14

T a s k a s s i g n m e n t s for s t a ff m e m b e r s are m a d e
a f t e r a r e v i e w ha s b e e n m a d e of w h a t a c c o m p l i s h ­
m e n t s a r e d e s i r a b l e in t h e o c c u p a t i o n a l
p r o g r a m s ....................................................

15.

T h e w o r k l o a d a s s i g n m e n t s for the s t a f f m e m b e r s
In t h e o c c u p a t i o n a l p r o g r a m s a r e d e t e r m i n e d b y
s o m e o n e o t h e r t h a n m y s e l f w h o Is n o t u n d e r m y
d i r e c t s u p e r v i s i o n . . ....................................

16.

I in t e r v i e w se le cte d a p p l i c a n t s for staff
p o s i t i o n s In the o c c u p a t i o n a l p r o g r a m s a n d
m a k e t h e f i n a l r e c o m m e n d a t i o n a s to w h o m
w i l l be h i r e d .......................... ..................

17,

I am kept
personnel
f u t u r e of

18.

T h e o p e r a t i o n a l b u d g e t f o r t he o c c u p a t i o n a l
p r o g r a m s is d e t e r m i n e d a f t e r a n a n a l y s i s Is
m a d e of t h e r e s o u r c e s n e e d e d t o a c c o m p l i s h
d e s i r e d g o a l s .............................................

19

I h a v e I n f o r m a t i o n on the a m o u n t of e a c h s t a f f
m e m b e r ' s s a l a r y a n d t h e a m o u n t o f I n c r e a s e he
l a s t r e c e i v e d ......................... ..................

20

,

21.

.

Li-

L.

i n f o r m e d of t h e p r o b a b l e S t a f f
n e e d s i n t he I m m e d i a t e a n d l o n g - r a n g e
t h e o c c u p a t i o n a l p r o g r a m s ............... .

L

T he o p e r a t i o n a l b u d g e t for the o c c u p a t i o n a l
p r o g r a m s Is s e t in a c c o r d a n c e w i t h t h e p r i o r i t i e s
e s t a b l i s h e d for v a r i o u s p r o g r a m s or the
o b j e c t i v e s t o be a c c o m p l i s h e d ........................
]_
T h e n u m b e r of s t a f f m e m b e r s e m p l o y e d in the
o c c u p a t i o n a l p r o g r a m s is d e p e n d e n t u p o n t h e
e s t a b l i s h e d g o a l s to b e a c h i e v e d in t h e
programs
.................................

123

Ll

H
O
CO
...

1

H
O
LT|

VJ
><3
H t*
© »-)
<3
■

o
r-*
.

-

QUESTIONNAIRE

4

-

UJ
©
pel
H

UJ
©

"B'

H

to

C6
UJ
>
w G
5= iH

22.

tf a s i t u a t i o n a r i s e s w h i c h d i c t a t e s a n e c e s s a r y
c h a n g e in t h e o p e r a t i o n a l b u d g e t of the
o c c u p a t i o n a l p r o g r a m s , the c h an g e c a n be m a d e
. ________
w h e n n e e d e d .....

fr-c
C
n

N
O
lA

H
©

©
r-*

J

L

|__

I h a v e t h e p r i m a r y d e c i s i o n - m a k i n g r o l e in
e s t a b l i s h i n g the o p e r a t i o n a l b u d g e t f o r t h e
o c c u p a t i o n a l p r o g r a m s ...................................

24.

E a c h s t a f f m e m b e r in t h e o c c u p a t i o n a l p r o g r a m s
ge t s a b ou t the same s a l a r y i n c r e a s e for his
c l a s s i f i c a t i o n r e g a r d l e s s of h i s p e r f o r m a n c e . . . .

[_

J

L

The o p e r a t i o n a l budg et for the occ up ational
p r o g r a m s is s e l d o m r e v i e w e d o n c e it h a s b e e n
es t a b 1 i s h e d ................................................

[

_l

L

The o p e r a t i o n a l bu dg e t
p r o g r a m s is s e t b y t h e
w i t h litt le input f r o m

j |

26.

27.

for the o c c u pati on al
central administration
m e .............................

It is v e r y d i f f i c u l t to a s s i g n a d d i t i o n a l t a s k s
b e y o n d the n o r m a l w o r k l o a d to the s t a f f m e m b e r s
in the o c c u p a t i o n a l p r o g r a m s _________________________

28.

S a l a r y c h a n g e s f o r s t a f f m e m b e r s in t h e
o c c u p a t i o n a l p r o g r a m s m a y b e m a d e at a n y t i m e
t h e r e is a d e m o n s t r a t e d n e e d .....................

29.

It is v e r y d i f f i c u l t to h i r e o r d i s c h a r g e s t a f f
m e m b e r s in t h e o c c u p a t i o n a l p r o g r a m s o n s h o r t
n o t i c e .......................................................

30.

W i t h o u t e x t e n s i v e c h e c k i n g , I c o u l d n ' t give an
a c c u r a t e e s t i m a t e of t h e w o r k l o a d / c a p a c i t y r a t i o
of t h e s t a f f m e m b e r s in t h e o c c u p a t i o n a l
p r o g r a m s ....................................................

31.

The am ou nt of s ala ry in c r e a s e s for staff
m e m b e r s in t h e o c c u p a t i o n a l p r o g r a m s is m o s t l y
d e t e r m i n e d b y s o m e o n e o t h e r t h a n m y s e l f w h o is
n o t u n d e r m y s u p e r v i s i o n ...............................

32.

Salaries
programs

|___ |_

|__ [____i

|

i___ j_

I I

I

I

I I

f o r t h e s t a f f m e m b e r s in t h e o c c u p a t i o n a l
c h a n g e o n l y a n n u a l l y ........................
It

124

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<

23.

25.

>*
<

I

i

I

I

i

i__|

i

[

i

i

APPENDIX C
DIRECTORY OF OCCUPATIONAL DEANS
AND COMMUNITY COLLEGES IN MICHIGAN

DIRECTORY OF OCCUPATIONAL DEANS
AND COMMUNITY COLLEGES IN MICHIGAN
SIZE

DEAN

COLLEGE

Alan Reed

Alpena Community
College

Arne Anderson

STRUCTURE

868

1

Bay de Noc
Community College

1146

1

Charles White

Delta College

6869

1

Rodger J. Eckhardt

Glen Oaks
Community College

434

2

Gene Dahlin

Gogebic Community
College

659

3

Robert S. Duffy

Grand Rapids
Junior College

1336

3

Arthur Elges

Henry Ford
Community College

8053

3

W. J. Valade

Highland Park
Community College

2213

3

F. Harold Matthews

Jackson Community
College

1693

3

Charles Kinnison,
Jr.

Kalamazoo Valley
Community College

3466

2

James E. Cook

Kellogg Community
College

1461

3

Garnet Stewart

Kirtland Community
College

692

2

Ben Standen

Lake Michigan
College

1132

1

William Monroe

Lansing Community
College

7034

3

Hubert Reid

Macomb County
Community College
(South Campus)

11976

1

125

DEAN_______________

COLLEGE

SIZE_____ STRUCTURE

Austin Hartshorn

Macomb County
Community College
(Center Campus)

2253

1

Thomas Nyquist

Mid-Michigan
Community College

921

2

Robert Kollin

Monroe County
Community College

774

2

Donald Olson

Montcalm County
Community College

147

3

Charles Roche

Mott (Charles
Stewart) Community
College

5368

1

Louis Otto

Muskegon County
Community College

2508

1

Arthur Francis

North Central
Michigan College

990

3

James Besaw

Northwestern
Michigan College

1533

1

James H. Dotseth

Oakland Community
College

7871

3

Arnold E. Metz

St. Clair County
Community College

2382

3

Thaddeus DieBel

Schoolcraft
College

2927

1

Francis L. Hiscock

Southwestern
Michigan College

1035

3

Joseph Miller

Washtenaw
Community College

3068

3

Quill Pettway

Wayne County
Community College

9164

1

John Schwetz

West Shore
Community College

291

3

126

APPENDIX D
MBO READINESS QUESTIONNAIRE

M.B.O.

READINESS

QUESTIONNAIRE

(Each of the f o l l o w i n g items d e s c r i b e s some aspect of your
r e l a t i o n s h i p with your e m p l o y e e s . Read each Item and then
c i r c l e the r e s p o n s e (1,2,3,4,5) w h i c h m o s t n e a r l y r e f l e c t s
the e x t ent of your a g r e e m e n t or d i s a g r e e m e n t . Try to
r e s p o n d a c c o r d i n g to the way you w o u l d a c t u a l l y h a n d l e the
s i t u a t i o n on the job.)

at
a) tat
-<

The best way to get good
performance out of employees
is to......................

00

o

<3 O

a) u
at u
>i M
w o)
H 00 00 iH
4J
cu a.
<u

4J

u

Ps

(0
4-1 at
at
M M u
00 Rj 00

l- l at
4-1 at
m

£

<

P-l <

0)

to s

09

£

a

*H O

a o

(1)

(2)

(3)

(4)

(5)

1.

Allow them extensive freedom to
plan and organize their own work.

1

2

3

4

5

2.

Allow employees to set up special
meetings and other ways to work
out their differences and conflicts.

1

2

3

4

5

Not give them Information unrelated
to their Immediate work.

1

2

3

4

5

4.

Spell out exactly what their jobs
are and what is expected of them.

1

2

3

4

5

5.

Always Insist that they solve their
own work problems, but be available
as a consulting resource to them.

1

2

3

4

5

6.

Maintain tight controls on all work
to be sure things don* t get out of
line.

1

2

3

4

5

7.

Provide time, money and other
resources so each person can
develop his particular strengths
and capabilities to the fullest.

1

2

3

4

5

8.

Set up systems where information
on performance results goes
directly to the employee Instead
of through you.

1

2

3

4

5

9.

Discourage employees from getting
involved in the "why" of doing
their job.

1

2

3

4

5

127

4)

4?

4-1

The best way to get good
performance out of employees
is to......................

<u i-H <D
<D i—t
4-) 0J
01
CO t-l
<tU& u§

(0
*H
4->
M
cd

tu
a)
M
00

On

<u
a)
>> K
H
00
4-1 (0
CO 00
£ £

P-.
I— 1
<y
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<u
rH
p.
m 0
ft
o
o
a
0)
0)
M
00
CO

(1)

(2)

(3)

(4)

(5)

10.

Bring employees together in joint
meetings to make decisions and
solve mutual problems.

1

2

3

4

5

11.

Give them full information about
their jobs, the department and
the company.

1

2

3

4

5

12.

Tell employees where they are going
wrong and convince them of the
merits of changing their attitudes
and approaches.

1

2

3

4

5

13.

Solve problems for employees as
quickly as possible so they can
get back to work.

1

2

3

4

5

14.

Allow employees to take the
responsibility for controlling
and managing their own work.

1

2

3

4

5

15.

Encourage employees to redesign
their jobs around their own
capabilities.

1

2

3

4

5

16.

Leave employees alone and count
on them to get their jobs done.

1

2

3

4

5

17.

Clamp down on conflict and friction
between employees.

1

2

3

4

5

18.

Train employees to do their work
according to standard procedures.

1

2

3

4

5

19.

Insist that employees stick to
their jobs and leave decisions
and planning to you.

1

2

3

4

5

20.

Discourage employees from
Introducing new ways of doing their
work without first checking with
you.

1

2

3

4

5

128

APPENDIX E
DATA TABULATION FORM

questionnaire response record

Code Number
Size

★

Structure

Reverse Score

Questionnaire— _B_
Questionnaire.

n n"

21.

*

*J

1.

*J

2.

22.

*

23.

S

3.

* 24.

S

4.

* 25.

*J

5.

* 26.

6.

* 27.

S
*J

7.

*J

8.

* 29.

S

9.

* 30.

*J

10.

*J

11.

S

12.

28.

8

11.

* 31.

12.

* 32.

13.
S

13*

*J

14.

14.
* 15.
*j

15.

*J

16.

16.
17.
S

17.

S

18 *

S

19*

S

20.

18*
19.

20.
129

APPENDIX F
SCORING AND ANALYSIS INSTRUCTIONS

SCORING AND ANALYSIS OF QUESTIONNAIRE "A"
Record the numerical response for each item in the
appropriate space adjacent to the item number on the
Questionnaire Response Record. (QRR)
All items on the
QRR marked with a "J"
pertain to
the S/J scale of
MBO readiness. Reverse score of
all questionnaire items marked J (5-X)
All items on the
the S/S scale of

QRR marked with a "S”
MBO readiness.

pertain to

For individual questionnaires, analysis of MBO
readiness is made by:
A.

Converting each "J" score of 4 or 5 to a
value of 1 .

B.

Converting each "S" score of 4 or 5 to a
value of 1 .

C.

Adding all "J" values of 1 and mark the sum
on the MBO Readiness Profile under the S/J
heading.

D.

Adding all "S" values of 1 and mark the sum
on the MBO Readiness Profile under the S/S
heading.

E.

Comparing the S/J and S/S scored positions
with the theoretically perfect profile.

For groups of questionnaires, analysis of MBO readiness
is made by:
A.

Averaging the responses for each item on all
the completed questionnaires.

B.

Converting each mean "J" score between 3.5
and 5.0 to a value of 1.

C.

Converting each mean "S" score between 3.5
and 5.0 to a value of 1.

D.

Adding all mean "J" values of 1 and mark the
sum on the MBO Readiness Profile under the
S/J heading.

E.

Adding all mean "S" values of 1 and mark the
sum on the MBO Readiness Profile under the
S/S heading.

F.

Comparing the S/J and S/S scored positions
with the theoretically perfect profile.

M.B.O. READINESS PROFILE
S/J

S/S

Subordinate1s Job

Supervisor's Job

{How you see your
subordinates man­
aging their jobs.)

(How you see your­
self managing
your own job.)

M.B.O.
Range

Transitional
Range

Non-M.B.O.
Range

131

SCORING AND ANALYSIS OF QUESTIONNAIRE "B"
1.

Translate scores indicated by a check mark on the
continuum for each item to a numerical value equal
to the percentage figure shown.
A.

Never True =

0.

B.

Always True = 100.

C.

Check mark on a percentage marker =
percentage value.

D.

Check mark between percentage marker =
percentage value to nearest ten.

E.

Check mark between Never True and 10% = 5.

F.

Check mark between Always True and 90%= 95.

2.

Record the translated numerical value for each item
in the appropriate space adjacent to the item number
on the Questionnaire Response Record. (QRR)

3.

Reverse scores (100 - x) for each item marked with
an asterisk on the QRR; record the reversed numerical
value (100 - x) in the space adjacent to the item
number.

4.

Questionnaire items pertain to MBO success factors and
resource support systems as indicated on the attached
item schematic.

5.

For individual questionnaires, analysis of MBO readiness
is made by:
A.

Averaging the numerical values for all items
pertaining to each MBO success factor.
i.e.. Support of Goals = average of items 11,
24, 20, 18, 21, 6 , 14, and 8 .

B.

Averaging the numerical values for all items
pertaining to each resource support system.
i.e., Salary Administration = average of
items 11, 24, 13, 31, 28, 32, 19,
and 2 .

C.

Marking the mean score for each MBO success
factor on the MBO Readiness Indicator under
the appropriate heading.
132

6.

7.

D.

Marking the mean score for each resource support
system on the MBO Readiness Indicator under the
appropriate heading.

E.

Comparing the scored positions for each MBO
success factor and resource support system
with the theoretically perfect profile.

For groups of questionnaires, analysis of MBO
readiness is made b y :
A.

Averaging the responses for each item on all
completed questionnaires.

B.

Averaging the mean responses of all items
pertaining to each MBO success factor.

C.

Averaging the mean responses of all items
pertaining to each resource support system.

D.

Marking the overall mean score for each MBO
success factor on the MBO Readiness Indicator
under the appropriate heading.

E.

Marking the overall mean score for each
resource support system on the MBO Readiness
Indicator under the appropriate heading.

F.

Comparing the scored positions for each MBO
success factor and resource support system
with the theoretically perfect profile.

Further analysis of sub-scales within the item schematic
may be made as described above utilizing the numerical
values of the items indicated to pertain to the
particular sub-scale under investigation.
i.e.. Operational budget - adaptable to change =
average of items 1 and 2 2 .

133

QUESTIONNAIRE "B" ITEM

Questionnaire
SCHEMATIC

.S a l a r y

Q u e s tio n

Number

— S u p p o rt o f g o a ls

11

24

— C o n t r o l l a b l e by dean

13

31

—A d a p ta b le t o change

28

32

G iv e s fe e d b a c k

19

2

“ S u p p o rt o f g o a ls

20

18

— C o n t r o l l a b l e by dean

26

23

1

22

10

25

21

6

— C o n t r o l l a b l e b y dean

5

16

— A d a p ta b le t o

7

29

3

17

— S u p p o rt o f g o a ls

14

8

— C o n t r o l l a b l e b y dean

12

15

4

27

a

'in

A d m i n i s t r a t io n

—

F i n a n c i a l R e s o u rc e
S u p p o rt S ystem

Budget
— A d a p ta b le to change
G iv e s

fe e d b a c k

— S u p p o rt o f g o a ls
.P e r s o n n e l
E m ploym entchange

— G iv e s fe e d b a c k
N o n - F in a n c ia l R e s o u rc e
S u p p o rt S ystem

_ S t a f f W o rk lo a d
A s s ig n m e n t

— A d a p ta b le
__O 4

«• C

to change

n J IhA ikl#

134

^ O p e r a tio n a l

MBO READINESS INDICATOR
MBO Resource Systems Success Factors
Support
of
Goals
MBO
Range

Transitional
Range

Non MBO
Range

Controllable
by
Dean

Adaptable
to
Change

Providing
Feed
Back

90

90

90

90

70

70

70

70

50

50

50

50

30

30

30

30

10

10

10

10

Resource Support Systems
Salary
Admin.

Operational
Budget

Personnel
Employment

Staff
Workload

90

90

90

90

70

70

70

70

50

50

50

50

Transitional
Range ______

30

30

30

30

Non MBO
Range

10

10

10

10

MBO
Range

135

APPENDIX G
TABLES AND FIGURES

136
Table 1.

Category

Distribution of respondents by category of
college size.

Size*

Number of
Respondents

. Percent
of total

I

0000-1000

9

30.00

II

1001-2000

7

23. 33

III

2001-5000

7

23. 33

5001 or more

7

23.33

30

100.00

IV
Totals

*Size equals the number of Full-Year-Equated-Students
enrolled in occupational programs at the community
college during school year 1972-1973.
Table 2.

Category

I
II
III

Totals

Distribution of respondents by category of
organizational structure.

Structure*

OD-AD-Pres
(OD/AD)-Pres.
OD —
BD —
LAD -

Number of
Respondents

Percent
of total

11

36.67

5

16.67

14

46.67

30

100.00

*Structure indicates the organizational hierarchy in
existence at the community college.
OD = Occupational
Dean, AD = Academic Dean, Pres. = President, BD =
Business Dean, LAD = Liberal Arts Dean.

137
Table 3.

Item

Questionnaire item response by questionnaire
subscale.

Mean
Score

Std. Dev.

Item

Mean
Score

Std. Dev.

Questionnaire "A", Subscale - J- Subordinates1 Management
Methodology
1.

4.27

.73

2.

4.23

.72

5.

3.97

.82

7.

4.06

.76

8.

3.23

1.19

10.

4.56

.55

11.

4.52

.54

14.

4.47

.50

15.

3.46

1.15

16.

2.63

1.09

Questionnaire "A" Subscale
Methodology

Managers1 Management

3.

3. 70

1 .08

4.

1.70

.77

6.

3. 33

.70

9.

4.43

.90

12.

2. 72

.96

13.

2.19

1.15

17.

2 . 82

1 . 01

18 *

2.63

.76

19.

4. 03

.50

20.

3.63

1.12

Questionnaire "B" , Subscale - Salary Administration System
2.

87.50

26.14

11.

20.83

35.45

13.

17.32

28.80

19.

96.16

3.74

24.

21. 99

33. 38

28.

13.16

22.60

31.

40. 99

43.55

32.

15.17

26.79

Que stionnaire "B" , Subscale - Operational Budget System
1.

32.82

25.29

10.

84.84

23.46

18.

70. 33

32.55

20.

71.62

27.85

22.

6 6 . 50

27.53

23.

67.66

25.79

25.

68.17

31.81

26.

80.83

20.70

138
Table 3 (cont'd.)

Item

Mean
Score

Std. Dev.

Item

Mean
Score

Std. Dev.

Questionnaire "B", Subscale - Personnel Employment System
3.

94.33

8.72

5.

76.83

21.25

6.

78.17

27.26

7.

40.16

33. 61

16.

77.50

20.79

17.

89. 99

16. 28

21 .

70.16

29.42

29.

31.66

35. 60

Questionnaire "B", Subscale - Staff Workload Assignment
System
4.

72.16

28.95

8.

75.99

19.58

9.

87. 50

12. 44

12.

68.17

34. 27

14.

67.17

24.12

15.

79.99

31.14

27.

44.17

31.51

30.

81. 67

22. 89

Questionnaire "B " , Subscale - Resource System Goal
Orientation
75.99

19.58

14.

67.17

24.12

32.55

20.

71.62

27.85

29.42

24.

21. 99

33. 38

6.

78.17

27.26

11.

20. 83

35.45

18.

70. 33

21.

70.16

8.

Questionnaire " B " , Subscale - Resource System Control
5.

76. 83

21.25

12.

68.17

34. 27

13.

17.32

28.80

15.

79. 99

31.14

16.

77.50

30.79

23.

67.66

25.79

26.

80. 83

20. 70

31.

40. 99

43.55

139
Table 3 (cont’d . )

Item

Mean
Score

Std. Dev.

Item

Mean
Score

Std. Dev.

Questionnaire "B", Subscale Resource System Adaptability
1.

32.82

25.29

4.

72.16

28.95

7.

40.16

33. 61

22.

66.50

27.53

27.

44.17

31. 51

28.

13.16

22.60

29.

31. 66

35.60

32.

15.17

26. 79

Questionnaire "B", Subscale - Resource System Feedback
2.

87.50

26.14

3.

94. 33

8.72

9.

87.50

12. 44

10.

84.84

23.46

17.

89.99

16.28

19.

96.16

3.74

25.

6 8.17

31.81

30.

81.67

22.89

140

Table 4.

Distribution of total scores for Questionnaire
“A" Subscale J, Perception of Subordinates *
Management Methodology.

Number of
Respondents

Percent
of Total

33

1

3. 33

35

3

1 0 .00

36

2

6.67

37

2

6.67

38

4

13.33

39

6

20.00

41

2

6.67

42

3

1 0. 00

43

3

10.00

44

1

3.33

45

1

3.33

46

2

6.67

30

100.00

Actual
Score

Totals

Mode Score = 39, Mean Score = 39.7, Standard Deviation = 3 . 4

141

Table 5.

Actual
Score

Distribution of total scores for Questionnaire
"A" Subscale S, Perception of Managers1
Management Methodology.

Number of
Respondents

Percent
of Total

20

1

3. 33

24

2

6 .67

26

1

3.33

27

1

3.33

28

2

6 .67

29

2

2.67

30

4

13. 33

31

4

13.33

32

4

13.33

33

5

16. 67

35

2

6 .67

37

1

3.33

39

1

3. 33

30

100.00

Totals

Mode Score = 33, Mean Score - 30.6, Standard Deviation = 3.9

142

Table 6.

Score
Range

Distribution of total scores for Questionnaire
"B" Subscale - Salary Administration

Number of
Respondents

Percent
of Total

101 - 200

5

16. 67

201 - 300

16

53.33

301 - 400

3

10.00

401 - 500

0

0 .00

501 - 600

3

1 0 .00

601 - 700

2

6 .67

701 - 800

1

3. 33

30

100.00

Totals

Mode Score = 220, Mean Score - 313.2, Standard Deviation =
156.7

143

Figure 3,

MBO Readiness Indicator - MBO Resource System
Success Factors

Goal
Orient.

Control

Adapt.

Feedbk.

100
MBO Range

86.3
80

--------------- 70
63. 7
Transitional
Range

60
50
40

------ - 3 0
Non-MBO
Range

59.5

20
10

39.5

144

Table 7.

Score
Range

Distribution of total scores for Questionnaire
"B" Subscale - Operational Budget

Number of
Respondents

Percent
of Total

101 - 200

1

3.33

201 - 300

0

0 .00

301 - 400

2

6 . 67

401 - 500

7

23. 33

501 - 600

11

36. 67

601 - 700

7

23. 33

701 - 800

2

6.66

30

100.00

Totals

Mode Score = 600, Mean Score ® 542.3, Standard Deviation =
130. 8

145

Table 8 .

Distribution of total scores for Questionnaire
"B" Subscale - Personnel Employment

Number of
Respondents

Percent
of Total

101 - 200

0

0.00

201 - 300

0

0.00

301 - 400

2

6 .67

401 - 500

8

26.67

501 - 600

8

26.67

601 - 700

10

33.33

701 - 800

2

6.67

30

100.00

Score
Range

Totals

Mode Score = 535, Mean Score - 558.8, Standard Deviation =
107. 3

146

Table 9.

Score
Range

Distribution of total scores for Questionnaire
"B" Subscale - Staff Workload Assignment

Number of
Respondents

Percent
of Total

101 - 200

0

0 . 00

201 - 300

0

0 .00

301 - 400

2

6.67

401 - 500

7

23. 33

501 - 600

9

30.00

601 - 700

9

30. 00

701 - 800

3

1 0 .00

30

100.00

Totals

Mode Score = 690, Mean Score = 576.8, Standard Deviation =
111. 9

147

Table 10.

Score
Range

Distribution of total scores for Questionnaire
"B" Subscale - Goal Orientation

Number of
Respondents

Percent
of Total

101 - 200

0

0 .00

201 - 300

3

10.00

301 - 400

4

13.33

401 - 500

11

36.67

501 - 600

7

23. 33

601 - 700

3

10.00

700 - 800

2

6 .67

30

100.00

Totals

Mode Score = 410, Mean Score = 475.8, Standard Deviation =
129.2

148

Table 11.

Score
Range

Distribution of total scores for Questionnaire
"B" Subscale - Control

Number of
Respondents

Percent
of Total

101 - 200

1

3.33

201 - 300

1

3. 33

301 - 400

5

16.67

401 - 500

8

26.67

501 - 600

8

26.67

601 - 700

4

13. 33

701 - 800

3

10.00

30

100.00

Totals

Mode Score - 470, Mean Score = 509.3, Standard Deviation =
150. 9

149

Table 12.

Score
Range

Distribution of total scores for Questionnaire
"B" Subscale - Adaptability

Number of
Respondents

Percent
of Total

001 - 100

1

3. 33

101 - 200

7

23.33

201 - 300

5

16.67

301 - 400

8

26.67

401 - 500

7

23.33

501 - 600

1

3.33

601 - 700

1

3.33

701 - 800

0

0.00

30

100.00

Totals

Mode Score = 455, Mean Score = 315.8, Standard Deviation =
130.3

150

Table 13.

Score
Range

Distribution of total scores for Questionnaire
"B" Subscale - Feedback

Number of
Respondents

Percent
of Total

101 - 200

0

0.00

201 - 300

0

0.00

301 - 400

0

0.00

401 - 500

0

0.00

501 - 600

3

10.00

601 - 700

12

40.00

701 - 800

15

50.00

Totals

30

100.00

Mode Score = 625, Mean Score = 690.2, Standard Deviation =
63.5

151

Table 14.

Mean Scores and Standard Deviations for all
Subscales of Questionnaires "A" and ”B"

Subscale

Maximum
Score

Mean
Score

Standard
Deviation

Subordinates' Manage­
ment Methodology

50

31. 7

3.4

Managers' Management
Methodology

50

30.6

3.9

Salary Administration
System

800

313.2

156. 7

Operational Budget
System

800

542.3

130.8

Personnel Employment
System

800

558.8

107.3

Staff Workload
Assignment System

800

576. 8

111. 9

Goal Orientation of
Resource Systems

800

475.8

129.2

Control of Resource
Systems

800

509. 3

150.9

Adaptability of
Resource Systems

800

315.8

130. 3

Feedback Provisions of
Resource Systems

800

690.2

63.5

Table 15. Mean Scores and Standard Deviations for all Subscales of Questionnaires "A" and "B" by
Category of College Size

College
Size

0001
to
1000
1001
to
2000

5000
or
More

SAL
ADMIN

GPER
BDGT

Subscales
FEES
WORK
EMPL
ASSCH

30.6

271.1

588.9

603.3

3.4

1.5

170.0

117.5

M. Score

40.4

29.9

334.3

Std. Dev.

3.9

4.6

M. Score

40.4

Std. Dev.

SUB
MGKT

M3R
M34T

M. Score

38.1

Std. Dev.

GOAL
OFNT

CONT

ADPT

HfflK

614.4

513.3

561.1

356.7

647.8

96.8

91.4

113.7

135.3

116.2

71.6

540.0

571.4

515.7

454.3

492.9

308.6

705.7

174.6

101.0

79.0

123.8

153.3

127.8

105.3

66.5

32.3

348.6

570.0

537.1

580.0

465.7

557.1

307.1

707.1

4.2

4.1

179.6

119.9

89.0

134.9

140.8

141.6

136.3

57.1

M. Score

39.1

29.7

302.9

445.7

500.0

577.1

451.4

405.7

268.6

702.9

Std. Dev.

2.2

5.3

111.5

159.1

147.5

97.9

131.5

170.8

170.8

40.7

39.7

30.6

313.2

542.3

558.8

576.8

475.8

509.3

315.8

690.2

9

7

7

7

Mean Score for
all Respondents

152

2001
to
5000

No. of
Resp.

Table 16. Mean Scores and Standard Deviations for all Subscales of Questionnaires "A" and "B" by
Category of Organizational Structure

Organizational No.
Structure
Rasp.

SUB
MGMT

M3R
MGMT

SAL
ADMIN

QPER
BDGT

Subscales
WORK
PEES
ASGN
EMPL

M. Score

39.7

28.6

299.1

470.0

499.1

539.1

425.5

440.9

273.6

671.8

Std. Dev.

3.9

4.2

147.6

103.0

98.2

110.6

150.6

114.8

118.0

61.0

M. Score

39.6

31.0

300.0

598.0

550.0

614.0

502.0

602.0

308.0

650.0

3.5

2.7

198.4

115.6

90.6

72.3

95.5

169.3

116.5

87.2

OD-ED-IAD M. Score 39.5
14
III - PEES
Std. Dev. 3.5

30.6

325.0

573.6

603.6

588.6

502.1

527.1

346.4

714.3

3.9

156.6

139.8

107.8

123.0

118.8

154.8

143.1

48.5

30.6

313.2

542.3

558.8

576.8

475.8

509.3

315.8

690.2

CD
I - AD
PEES

GOAL
OENT

CCNT

ABPT

FDBK

11

5
Std. Dev.

Mean Score for
all Respondents

39.7

153

(OD/AD)
II - PEES

Table 17. Correlation of Subscale Scores with College Size and Organizational Structure.

Qpmzational
Structure

MIR
"MGMT

SAL
AEMIN

OPER
BDGT

EERS
HffiL

WORK
ASGJ

GOAL
OH7T

OCNT

ADPT

FDBK

-.071

-.002

.100

-.351

-.367*

-.076

-.168

-.309

-.239

.333

m

m

m

^

m

154

Size

SUB
MGMT

_ Q30

♦Significant at the .05 level.

3Q5*

mie

m

2n

'fable 18. Correlation of Questionnaire "A" Subscales with Questionnaire "B" Subscales.

Questionnaire "B"
SAL

QPER

PERS

WDFK

GOAL

ae m j

BDGT

EMPL

ASSI

OKJT

.101

.266

.286

.186

.136

.485*

.560*

.401*

CCNT

AEPT

.147

.164

.497*

.288

.553*

.312

ETBK

155

Questionnaire "A"

SUBQFDINMESn

WBfflHMEOT
JEIHOtOLOGJf

-.093

m&23Sn
MAN»3M0ir
MSXHODGbOG?

♦Significant at the .05 level.

.445*

156

Table 19.

Split-Half Correlations of Questionnaire
Subscales

Questionnaire
Subscale

Correlation
Coefficient

Subordinates' Management Methodology

.5639

Managers' Management Methodology

.6464

Salary Administration System

.8853

Operational Budget System

.6204

Personnel Employment System

.6565

Staff Workload Assignment System

.5455

Resource System Goal Orientation

.8726

Resource System Control

.7019

Resource System Adaptability

. 7434

Resource System Feedback

.1879

157
Figure 1.

MBO Readiness Profile - Management Style

Subordinates1
Management
Methodology
S/J

10
MBO Range
. _

9
8
7

. _

6
5
4
3 -----

Transitional
Range

-------

MBO Readiness Indicator - Resource Support
Systems

Salary
Admin.
System
MBO Range

Transitional
Range

Non-MBO
Range

4.0

2
1

Non-MBO
Range

Figure 2.

Managers'
Management
Methodology
S/S

100
90
80
70
60
50
40
30
20
10

Oper.
Budget
System

Pers.
Emply.
System

. 6 7 . 8 _____ 62.2

39.2

Staff
Wrkld.
System

72.0