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3 0 0 N / Ef: B R O A D . A N N A R B O R , Ml 4 8 1 0 0
18 B L D I O R O RO W. L O N D O N WC1 R 4 L J . I: NG L A N D

7921 1<J5
E C * H AR 0 T , RUPGEK JAMES
T H E T A S K S OF S E L E C T M I C H I G A N C O M M U N I T Y
C O L L E G E P R E S I D E N T S A N D H O W THE I M P O R T A N C E OF
T A S K P E R F O R M A N C E V A R I E S AS A F U N C T I O N OF
D I F F E R E N T S T R U C T U R A L C H A R A C T E R I S T I C S OF TH E
COMMUNITY COLLEGE,
MICHIGAN

COPR,

STATE

1979

UNIVERSITY,

FCKHARDT,

R OD G E R

University

M icrpfilrns

International

©

.won ?i ihho«». ann arbok. mi 4 8 ioc

Copyright by
RODGER JAMES ECK.HARDT
1979

PH.D.,

JAMES

1979

THE TASKS OF SELECT MICHIGAN COMMUNITY COLLEGE
PRESIDENTS AND HOW THE IMPORTANCE OF TASK
PERFORMANCE VARIES AS A FUNCTION
OF DIFFERENT STRUCTURAL
CHARACTERISTICS OF THE
COMMUNITY COLLEGE
By
Rodger James Eckhardt

A DISSERTATION

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of
DOCTOR OF PHILOSOPHY

Department of Secondary Education and Curriculum
1978

ABSTRACT
THE TASKS OF SELECT MICHIGAN COMMUNITY COLLEGE
PRESIDENTS AND HOW THE IMPORTANCE OF TASK
PERFORMANCE VARIES AS A FUNCTION
OF DIFFERENT STRUCTURAL
CHARACTERISTICS OF THE
COMMUNITY COLLEGE
By
Rodger James Eckhardt

Purpose:

In this descriptive study the researcher identifies

the tasks performed by select Michigan community college presidents
and determines how the importance of task performance varies with such
structural differences as number of full-time equated students, number
of total faculty, number of full-time administrators, length of the
presidents’ term in office and the duration of the collective bargain­
ing agreement.
Method of Research:

A questionnaire containing 156 task

statements and a list of twelve open questions were developed and used
as the data-gathering instruments during standardized interviews.

The

instruments were administered to community college presidents who were
randomly selected as a stratified sample representing large, medium
and small colleges.
Conclusions:
1.

There were twenty-seven tasks performed by all of the

college presidents which governing boards, administration/leadership

Rodger James Eckhardt
training institutions and potential presidential candidates can
focus in their hiring and training criteria.
2.

An institution's presidential needs will vary somewhat

according to its size.
3.

Noting that the total number of tasks performed mutually

by the presidents in the various strata were not directly proportional
to size, regardless of how measured,

it can be concluded that factors

in addition to size have influence on task performance and/or their
importance.
4.

The more presidential experience,

of task delegation.

the greater the amount

Presidents with more experience are more likely

to depend upon their administrators for task performance.
5.

If a governing board is seeking to employ a president who

will delegate more often they should select a person with experience
as a president.
6.

Governing boards, administrations and faculties should

strive for long-term collective bargaining agreements in an effort to
alleviate the detrimental effects of collective bargaining on
presidential task performance.
7.

Governing boards and institutions of higher education

should stress the importance of collective bargaining when employing
and training a community college president.
8.

Twenty-seven tasks were accomplished by all six presidents

through a combination of performance and administration.

It can be

predicted with assurance that certain tasks will be accomplished by
community college presidents if viewed under similar conditions as

Rodger James Eckhardt
noted in this study.
9.

Twenty-four tasks were not accomplished by any president,

neither through performance nor administration.

It can be predicted

with assurance that certain tasks, accomplished within a college
setting, will not be accomplished by the community college president,
if viewed under similar conditions as noted in this study.
10.

The movement of the presidential role toward a management

orientation has learning implications for presidential candidates,
teaching implications for administration/leadership training institu­
tions and implications for governing boards regarding presidential
expectancies.
11.

Presidents are moving away from collegiality.

Faculties

in Michigan community colleges should anticipate less voice in
institutional governance.
12.

Governing boards concerned with excessive top administra­

tive turn-over must nurture harmony with their presidents.
13.

Presidents interested in job security must nurture harmony

with their governing boards.
14.

If a board wishes to present a specific image, it should

look for a president who has the personal characteristics conducive to
presenting that desired image to the community.
15.

A president from a larger community college has greater

freedom of choice in task selection than a president from a smaller
college.
16.

A presidential candidate who perceives the most tasks to

be important will likely perform the most tasks himself and delegate

Rodger James Eckhardt
less.
17.

Presidential background and interests are important factors

affecting task performance; therefore, governing boards should explore
and weigh these factors to predict where a president will tend to
focus his/her attention and efforts.
18.

Presidential task performance is strongly influenced by

the governing boards.

Acknowledgements
I extend my sincere appreciation to Dr. 0. Donald Meaders who
served as major advisor and committee chairman for this study,
replacing Dr. Rex E. Ray who, although unable to complete the assign­
ment, headed me in the right direction.

Dr. Meaders gave generously

of his time in assisting me to make, what I believe to be, a worthwhile
contribution to post secondary education.
Drs. Frank Bobbitt, Daniel Kruger and Samuel Moore II served
as members of my guidance committee.
most helpful.

Their generous assistance was

Special thanks to Dr. Moore for the particular

attention he gave this study.
To the Michigan community college presidents, without whose
cooperation there would be no study,

I owe my gratitude.

Their

unanimous positive responses to my requests for assistance were most
generous.

The time and the information they gave me were invaluable.

Drs. Ronald Campbell, Herbert Stoutenburg, Philip Ward and
Stephen Yelon served as consultants who helped me validate and refine
the task analysis questionnaire.

I appreciate their time and effort.

Lastly, and most importantly,
whose encouragement,
pursue my studies.
Elizabeth,

I am grateful to my wife, Eleanor,

support and personal sacrifices enabled me to
To our children; John, Rebecca, Mathew and

I express my gratitude for their understanding and love,

even when— "Sorry, not today.

Daddy has to study."

ii

TABLE OF CONTENTS

Page

LIST OF T A B L E S ...................................................

vii

Chapter
I.

THE P R O B L E M ..............................................
Introduction
..........................................
Statement of the Problem
.............................
Background
............................................
Need for the S t u d y ...................................
Purpose of the S t u d y .................................
A s s u m p t i o n s ............................................
L i m i t a t i o n s ............................................
D e f i n i t i o n s ............................................

II.

III.

REVIEW OF RELATED LITERATURE

1
1
1
3
11
12
13
14
14

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

18

Introduction
..........................................
The Presidency:
Defined
.............................
Administrators, Managers and Leaders
...............
The Community College President as Administrator,
Manager and L e a d e r .................................
The President as Perceived by Self and Relevant
O t h e r s ..............................................
Task Related Research .................................
Summary of Chapter I I .................................

18
18
21

39
44
47

M E T H O D O L O G Y ..............................................

50

Introduction
..........................................
P o p u l a t i o n ............................................
The Questionnaire and Twelve Open Questions .........
The Q u e s t i o n n a i r e ...................................
The Twelve Open Q u e s t i o n s ..........................
Selection of the Stratified Sample
..................
Classification of Institutions
....................
Panel of E x p e r t s ...................................
The I n t e r v i e w ..........................................
Interview Schedule
...................................

50
50
50
51
52
53
53
55
55
58

iii

32

Chapter

Page
Date C o l l e c t i o n ....................................
Tabulation and Comparison of D a t a ................

IV.

TASK PERFORMANCE/TASK IMPORTANCE

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

Introduction
..........................................
Task Performance by Select Presidents ...............
Tasks Performed or Administered by All Six
P r e s i d e n t s ....................................
Tasks Performed
orAdministered by Five Presidents.
Tasks Performed
orAdministered by Four Presidents.
Tasks Performed
orAdministered by Three
P r e s i d e n t s ....................................
Tasks Performed
orAdministered by Two Presidents .
Tasks Performed
orAdministered by One President
.
Tasks Neither Performed Nor Administered by
Responding Presidents .............................
Task Performance and Structural Differences .........
Full-Year Equated Students
........................
Full-Time Administrators
..........................
Total F a c u l t y ....................................
Length of Presidents' Term in O f f i c e ..........
Duration of Collective Bargaining Agreement . . . .
Task Importance and Structural Differences
.........
Importance of Task Performance According to
Full-Year Equated Students
......................
Importance of Task Performance According to the
Number of Full-Time Administrators
.............
Importance of Task Performance According to the
Number of Total Faculty ..........................
Importance of Task Performance According to the
Length of the Presidents' Term in Office . . . .
Importance of Task Performance According to the
Length of the Collective Bargaining Agreement . .
S u m m a r y .............................................
Task P e r f o r m a n c e ................................
Task Performance and Structural Differences . . . .
Task Importance and Structural Differences . . . .
Tasks and C l u s t e r s .............................
V.

58
58

THE TWELVE OPEN Q U E S T I O N S ...........................

60
60
61
61
64
67
69
69
71
74
74
74
77
77
78
79
80
82
84
86
87
89
89
89
90
92
94
97

Introduction
..........................................
Question 1: The Most Important Cluster(s)
Summary of Question 1 ...........................
99

iv

97
97

Page

Chapter
Question 2: Doing vs Administering .................
Summary of Question 2 ..............................
Question 3: Task I m p o r t a n c e ........................
Summary of Question 3 ..............................
Question 4: The Most Important T a s k ( s ) ..............
Summary of Question 4 ..............................
Question 5:
Task Performance and F Y E S ..............
Summary of Question 5 ...............................
Question 6:
Task Performance and Full-Time
Administrators
.....................................
Summary of Question 6 ...............................
Question 7: Task Performance and Total Faculty . . .
Summary of Question 7 ...............................
Question 8:
Task Performance and Years of
E x p e r i e n c e ..........................................
Summary of Question 8 ...............................
Question 9: Task Performance and the Collective
...............................
Bargaining Agreement
Summary of Question 9 ...............................
Question 10: Task Performance and Other Structural
Characteristics .....................................
Summary of Question 1 0 ............................
Question 11:
External Forces ........................
Summary of Question 1 1 ............................
Question 12: Definition of Michigan Community
College President ...................................
Summary of Question 1 2 .............................
.................................
Summary of Chapter V
VI.

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

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

Purpose of the S t u d y .................................
Statement of the P r o b l e m ............................
Need for the S t u d y ...................................
Research Design and Procedure ........................
S u m m a r y ................................................
Review of Literature
...............................
Questionnaires:
Performance of Tasks .............
Questionnaires:
Perceived Importance of Task
P e r f o r m a n c e ........................................
Questionnaires:
Tasks and Clusters ...............
Twelve Open Q u e s t i o n s ...............................
Composite of Findings ...............................
C o n c l u s i o n s ............................................
Recommendations for Further Study ....................

v

100
103
103
104
104
106
106
107
108
109
109
110
110
112
112
114
114
116
116
117
118
120
120
123
123
123
124
125
126
126
127
130
131
132
134
136
139

Chapter

Page

SELECTED BIBLIOGRAPHY ..........................................

142

A P P E N D I C E S .....................................................

149

A.

MICHIGAN PUBLIC COMMUNITY AND JUNIOR COLLEGES . . . .

150

B.

THE Q U E S T I O N N A I R E ......................................

152

C.

QUESTIONNAIRE ADDITIONS ...............................

164

D.

TASK C L U S T E R S ...........................................

166

E.

TWELVE OPEN Q U E S T I O N S ..................................

168

F.

QUESTIONNAIRE DIRECTIONS AND DEFINTIONS ..............

170

G.

LETTER OF A P P R E C I A T I O N ...............................

172

H.

DISTRIBUTION OF TASKS ACCORDING TO PERFORMANCE . . .

174

I.

RANK OF TASKS, PER CLUSTER, ACCORDING TO PERCEIVED
IMPORTANCE OF TASK P E R F O R M A N C E ....................

202

IMPORTANCE OF TASK PERFORMANCE ACCORDING
TO
VARIOUS STRUCTURAL DIFFERENCES
....................

219

RANK OF CLUSTERS ACCORDING TO I M P O R T A N C E ............

261

J.

K.

vi

LIST OF TABLES

Structural Characteristics of Twenty-Nine Michigan
Community Colleges .................................
Stratified Sample Summary

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

4
54

The Twenty-Seven Tasks Performed or Administered by
Six Presidents Within Each Cluster ...............

62

Cluster Identification and Number of Tasks Per
Cluster
............................................

64

The Tasks Within Each Cluster Performed or Administered by Five Presidents . . ,

65

The Tasks Within Each Cluster Performed or Administered by Four Presidents . . ,

68

The Tasks Within Each Cluster Performed or Administered by Three Presidents
. ,

70

The Tasks Within Each Cluster Performed or Administered by Two Presidents
. . .

72

The Tasks Within Each Cluster Performed or Administered by One President . . . .

73

The "I Do Not Do It" Tasks Within Each Cluster . . . .

75

Task Performance by Presidents and Number of FullYear Equated Students (FYES) ........................

76

Task Performance by Presidents and Number of FullTime Administrators
.................................

77

Task Performance by Presidents and Number of Total
..............................................
Faculty

78

Task Performance by Length of Presidents' Term in
Office .................................................

79

Classification of Six Presidents According to Each of
the College Structural Characteristics .............

81

vii

LIST OF TABLES

Table
4.14

4.15

Page
Performance and Administration of Tasks According
to Structural Differences .............................

91

The Importance of the Ten Clusters According to
Select Criteria .......................................

95

5.1

Most Important Clusters Per President

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

100

Hi

Rank Order of "I Do It" Tasks by Cluster, According
to the Number of Presidents Performing Tasks
. . . .

175

H2

H3

11

12

13

14

15

16

17

Rank Order of "I Administer It" Tasks, by Cluster,
According to the Number of Presidents Performing
T a s k s ..............................................

183

Rank Order of "I Do Not Do It" Tasks, by Cluster,
According to the Number of Presidents Performing
T a s k s ..............................................

192

Rank of
Tasks According to Importance of Task
Performance:
Instructional Management Cluster

. . .

203

Rank of
Tasks According to Improtance of Task
Performance:
Student Services Management Cluster . .

205

Rank of
Tasks According to Importance of Task
Performance: Business and Financial Management
C l u s t e r ............................................

206

Rank of
Tasks According to Importance of Task
Performance:
Institutional Program Planning
Development and Evaluation Cluster
..................

208

Rank of
Tasks According to Importance of Task
Performance:
Personnel Management Cluster
.........

210

Rank of
Tasks According to Importance of Task
Performance:
Facilities and Equipment Management
C l u s t e r ............................................
Rank of
Tasks According to Importance of Task
Performance:
Staff Development Cluster .............
viii

212

214

LIST OF TABLES

Table
18

19

110

J1

J2

J3

J4

K1

Page
Rank of Tasks According to Importance of Task
Performance:
Professional Relations and Self
Development Cluster ...................................

215

Rank of
Tasks According to Importance of Perform­
ance:
School and Community Relations Cluster . . . .

216

Rank of
Tasks According to Importance of Task
Performance:
Collective Bargaining Cluster ..........

218

Importance of Task Performance According to FullYear Equated Students .................................

220

Importance of Task Performance According to the
Number of Full-Time Administrators
.................

232

Importance of Task Performance According to the
Number of Total Faculty ..............................

242

Importance of Task Performance According to the
Length of the Presidents' Term inO f f i c e ............

253

Rank of the Clusters According to their Importance as
Determined by the Composite Mean Scores of Tasks Within
the C l u s t e r s ..........................................

262

ix

CHAPTER I

THE PROBLEM

Introduction
How involved are the community college presidents in all areas
of the college operation?

Succinctly, what tasks are performed by the

Michigan community college presidents and which tasks do the presidents
perceive as being most important?

Does the importance of task perform­

ance vary with such structural differences as the number of full-time
administrators,

the length of the president's term in office and the

duration of the collective bargaining agreement?

Statement of the Problem
The absence of objective information about the task performance
of Michigan community college presidents results in possible raisinformtion for decision-making by those persons charged with the responsibility
for employment and training of people to fill presidential positions.
There are many forces which have great impact upon the Michigan
community college president during the performance of his duties.
External forces, such as national and state legislation; State Department
of Education mandates and policies; inflation; national, state and local
economies; state manpower needs; and local community needs and desires,
together with the internal forces, such as collective bargaining;
institutional policies and procedures; and administrative effectiveness

1

2
and efficiency have great impact upon staff morale, staff harmony,
instructional excellence and the public's concept of the institution.
The number of studies which explore the role of the community
college president is not impressive.

Furthermore, the informational

needs of Michigan for 1978 have not been met because the studies were
neither specifically addressed to Michigan nor did they provide an
analysis of the community college presidency.

"The amount of knowledge

presently known about the presidency is analogous to an iceberg in that
there is more in the realm of the unknown than in the k n o w n . T h i s
lack of knowledge allows for the prevalence of distorted or false
perceptions about the nature of the presidents' work.
Some college presidents have at times wondered about their
determination to become a president because, once they achieved their
goal,

they found that what they were doing was entirely different from

what they had anticipated doing as a president.
The exact nature of the president's job has not always been
fully understood by the membership of presidential search committees
faced with the task of recommending the appointment of a new college
president.

It is likely that this aspect of a presidential appoint­

ment may have received only a cursory overview, or at best, consider­
ation based upon very questionable data.
Colleges and universities have the responsibility of providing
training for administrators on all levels including top managers.

The

data available to these institutions of higher education must be

^Angelo C. Gilli, Sr., Community Junior College Presidency:
An Inquiry (Pennsylvania State University Department of Vocational
Education, 1976), p. 1.

3
relevant, thorough and up-to-date.

Background
One of the most notable developments in post-secondary
education during the 1960's and 1970's has been the growth of the
two-year community colleges nurtured by "the same democratic concept
of public concern that gave rise to the American high s c h o o l . I n
Michigan there are twenty-nine community colleges and they have been
defined by the state legislature in the following way:
A community college means an educational institution providing
primarily for all persons above the twelfth grade age level and
primarily for those within commuting distance, collegiate and
non-collegiate level education programs which may result in grant­
ing of diplomas and certificates including those known as associate
degrees but not including baccalaureate or higher degrees.^
In Michigan,

"The community/junior colleges serve approximately

fifty percent of all students enrolled in public-supported colleges and
universities."^

In 1978 the twenty-nine community colleges in the

State of Michigan were governed by a board of trustees or boards of
education.

See Appendix A for a map of Michigan and the location of

the twenty-nine community colleges.
During the 1960's the number of community colleges increased
greatly on the American post-secondary scene and Michigan was no
exception.

The year of charter for all Michigan community colleges is

o
Milton K. Reimer, "Areas of Concern for Comprehensive
Community Colleges," School and Society IC (January 1971):
47.
^Michigan Community College Act, Act 331, Public Acts of 1966,
Section 105.
^State of Michigan,
p. K 34.

Executive Budget Fiscal Year 1977-78,

TABLE 1.1
STRUCTURAL CHARACTERISTICS OF TWENTY-NINE MICHIGAN COMMUNITY COLLEGES

Community
College Name

Wayne County
Macomb County
Oakland
Lansing
Henry Ford
Delta
Grand Rapids
Charles Stewart Mott
Schoolcraft
Jackson
Washtenaw
Kalamazoo Valley
Muskegon
Kellogg
St. Clair County
Highland Park
Northwestern Michigan
Lake Michigan
Alpena
Monroe County
Southwestern Michigan
Mid-Michigan
Kirtland

Rank
by FullYear
Equated
Students

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23

Total Numbers
FullFullYear
Time
Equated
AdminisStudents
trators

12,900
12,434
10,555
9,163
7,906
6,074
5,694
5,513
4,929
4,271
3,772
3,206
2,913
2,713
2,462
2,302
2,080
1,742
1,353
1,339
1,325
1,044
1,043

44
64
31
83
37
40
21
NR
39
33
32
24
21
20
30
19
25
20
17
20
15
22
7

Full and
PartTime
Faculty

919
NR*
595
990
746
428
382
NR
379
477
360
219
178
254
183
NR
154
230
122
109
126
98
99

President *s
Tenure
in
Years

6
2
vacant
20
5
13
2.5
7
6
5.5
2.5
10
0.5
10
7
5
4
10
0
12.5
6
11
0

Duration of
Collective
Bargaining
Agreement

3 yrs.
4 yrs.
2 yrs.
NA**
1 yr.
1 yr.
3 yrs.
3 yrs.
2 yrs.
NR
2 yrs.
3 yrs.
2 yrs.
1 yr.
2 yrs.
NA
1 yr.
1 yr.
3 yrs.
3 yrs.
NA
3 yrs.
4 yrs.

Year of
College
Charter

1968
1953
1964
1957
1938
1957
1914
1923
1961
1928
1965
1966
1926
1956
1923
1918
1951
1946
1952
1964
1964
1965
1966

TABLE 1.1-Continued

Community
College Name

Rank
by FullYear
Equated
Students

Gogebic
Bay de Noc
Montcalm
North Central Michigan
West Shore
Glen Oaks

TOTAL

Total Numbers
FullFullTime
Year
AdminisEquated
Students: trators

24
25
26
27
28
29

1,016
939
880
873
756
705

29

111,903

Full and
PartTime
Faculty

16
13
14
8
21
14

77
81
63
85
54
89

750+

7497+

President's
Tenure
in
Years

1
6
6
19
10
1

—

Duration of
Collective
Bargaining
Agreement

3
1
3
1
1
2

Year of
College
Charter

yrs.
yr.
yrs.
yr.
yr.
yrs.

—

1932
1962
1965
1958
1967
1965

—

SOURCE FOR FULL-YEAR EQUATED STUDENTS AND YEAR OF COLLEGE CHARTER: Michigan Community College
Association, 1977-78 Directory of Michigan Community Colleges, A Directory Compiled by the Michigan
Community College Association (Lansing: Michigan Community College Association, 1977), p. 3.
SOURCE FOR FULL-TIME ADMINISTRATORS AND TOTAL FACULTY: Michigan Community College Association,
A Special Report on 1977-78 Administrator Salaries Within Public Community Colleges, A Report Prepared
by the Michigan Community College Association (Lansing: Michigan Community College Association,
December, 1977).
SOURCE FOR PRESIDENT^ TENURE IN OFFICE:
Year.

Michigan Community College Association for 1977-78 Academic

TABLE 1.1-Continued

SOURCE FOR DURATION OF COLLECTIVE BARGAINING AGREEMENT: Michigan Community College Association,
An Analysis of 1977-78 Faculty Contracts in Michigan Community Colleges, A special report prepared by
the Michigan Community College Association (Lansing: Michigan Community College Association, 1977),
p. 3.
SOURCE FOR LANSING COMMUNITY COLLEGE FULL-TIME ADMINISTRATORS:
Catalog.
*NR

=

**NA =

1976-78 Lansing Community College

Not Reported.
No Agreement for the 1977-78 Academic Year
O '

7
indicated in Table 1.1.

Grand Rapids Junior College was established in

1914, while, on the other hand, Wayne County Community College, the
last to be chartered, and already the largest, was chartered in 1968.
Michigan had six of these institutions before 1930.-*

It may be noted

in Table 1.1 that in 1978 all of the colleges had been in existence
for at least ten years, allowing for even the youngest college to reach
a stage of maturity.
Many common measures of community college size can be identified.
Three of these measures were applicable to Michigan and were used in
this study:
faculty.

enrollments; number of administrators; and the number of

The Full-Year Equated Students (FYES) ranged from a low of

705 to a high of 12,900 students.^

One full-year equated student was

the equivalent to one student who completed thirty-one semester hours
of work in one academic year.

The number of full-time administrators

ranged from seven to sixty-four administrators and the number of full­
time and part-time faculty ranged from fifty-four to 990 faculty.^
In Table 1.1 it is noted that the college presidents had
varying years of tenure in the positions they held at the time of the
study.

Four of the college presidents had tenure of eleven years or

more and seventeen had tenure of six years or less.

According to

^Michigan Community College Association, 1977-78 Directory
of Michigan Community Colleges, A Directory compiled by the Michigan
Community College Association (Lansing:
Michigan Community College
Association, 1977), p. 3.
^A c t , 1966, p. K 36.
^Michigan Community College Association, A Special Report on
1977-78 Administrator Salaries Within Michigan's Public Community
Colleges, A Report Prepared by the Michigan Community College Associa­
tion (Lansing:
Michigan Community College Association, December, 1977).

8
Stoutenburg,

it had been established that the Michigan community

college president can expect to serve in the office of president at
O

one institution an average of seven years.

The mean for the presidents

in office was 6.8 years.
Twenty-three of the twenty-nine community colleges reporting
effective dates of

contract indicated that they had some form of

unionization.

colleges showed no provision for a bargaining unit

Six

affiliation with a

state and/or national bargaining unit such as

the

Michigan Education

Association (MEA),National Education Association

(NEA), Michigan Association of Higher Education (MAHE), or American
Federation of Teachers

(AFT).

Nevertheless, all colleges functioned

within a framework of policies and procedures established by their
respective boards.

In those colleges which actively engaged in

collective bargaining the collective bargaining agreement gave an
added dimension to the guidelines of organizational conduct.

The

researcher notes in Table 1.1 that bargaining took place from every
year to every four years.
In Michigan,

Q

the community college president was maintained in

his position or terminated from it by the board of trustees or board
of education in control of each particular community college.
Michigan's community college presidents were male.

All of

Traditionally,

Interview with Dr. Herbert Stoutenburg, Assistant Secretary,
Michigan Community College Association, Lansing, Michigan, 5
January 1978.
9

Michigan Community College Association, An Analysis of
1977-78 Faculty Contracts in Michigan Community Colleges, A special
report prepared by the Michigan Community College Association
(Lansing: Michigan Community College Association, 1977), p. 3.

they have been, simultaneously, professional leaders of the adminis­
tration and faculty, as well as the executive officers of the board
of trustees.
The president has often found himself in an unenviable position
when these various groups or individuals have held contradictory
expectations for his behavior.

Therefore, he has simultaneously

attempted to be sensitive and responsive to the needs of the board,
administrators,

faculty, students, special interest groups

business and industry), and the community.

(such as

All of these groups, and

individuals within these groups, vie for the president's attention and
place demands upon him which are often in conflict and, consequently,
of great concern to him.

Furthermore, the president has a professional

self-image, a set of self-expectations which guides his actions and
which may add to the difficulty in satisfying his subordinates and
relevant others.
The demands and needs that a president chooses to address may
very well directly affect his credibility or lack of it and may help
establish his image as a college president which will, it is assumed,
affect his tenure.
The author has noted during his fourteen years of work in four
Michigan community colleges, in roles as a part-time and full-time
instructor and as a full-time administrator,

that some presidents

appeared to be very involved in the day-to-day management of the
institution while other presidents seemed to focus almost totally on
community relations and legislative concerns with primary emphasis on
"selling" the college's programs and services.

Some presidents seemed

to emphasize liberal arts as the primary area of instruction while

10
other presidents appeared to place greater emphasis on vocational/
technical education and still others, very diligently, sought an
appropriate balance necessary to satisfy the post/secondary education
needs of the community, which has been the community college's primary
reason for existence.
What the president does may very well be attributed to the
president's perception of the job itself, his philosophy of education,
or his interests and expertise which may, in fact, lay at the
foundation of the president's philosophy.
Many educators have overheard their community college president
either in private or to a large audience, exclaim that "The buck stops
here!"

This phrase, unfortunately, has often been misinterpreted or,

at best, misunderstood by the president's subordinates.

In reality,

the president may simply be trying to reassure the staff that the
ultimate responsibility for results, or lack thereof, is the president's.
If "the buck" does stop with the president, his professional prepara­
tion and philosophy are extremely important.

Therefore,

it would appear

that a president with a vocational/technical background, having
experienced both liberal arts and technical education in his educational
endeavors, would be an asset to a community college which has a major
responsibility for providing vocational/technical education.

A working

knowledge and supportive philosophy of vocational/technical education
is especially valuable to a community college in the areas of:

budget

development/approval; staffing; collective bargaining; marketing all
college programs; liasion with the legislature in seeking state and
federal monies for program support; and the evaluation of the college's
service.

11
Need for the Study
The Michigan community college presidents must address them­
selves to the external and internal forces which affect their institu­
tions.

A comprehensive and reliable source of information, which

describes the work accomplished by a variety of presidents, could be
used as a reference tool by the presidents when they have questions
relative to job performance.

Being cognizant of other presidents'

task performance and the degree of importance placed upon those tasks,
would be extremely helpful to a president's increased understanding of
the position of president.

Failure to completely understand what one

must do may lead to frustration resulting in inappropriate behavior
and conflict.
Lopez expounded upon the importance of a manager having an
accurate role perception.

To support his arguments he refered to a

study by Porter and Lawler in which it was found that performance
depended upon both the amount of effort expended and upon whether or
not the effort was correctly applied.

It was found that mediocre

performance often resulted from inaccurate role perceptions.

Lopez

continued:
To i.'nd the answer to the question, "Can he become an effective
manager?" we therefore have to know what it takes to be one; and,
to know what it takes to be one, we must first know what a manager
is expected to do.*®
Persons aspiring to the position of community college president,
have found it extremely difficult to locate career information which
reveals the tasks performed by those currently employed in said

•^Felix M. Lopez, The Making of a Manager (New York:
Management Association, 1970), p.p. 55-60.

American

12
positions.

This study may be used, by those considering such a

position, as a comprehensive briefing on the work performed by the
Michigan community college president.
The selection of a Michigan community college president may
very well end as a popularity contest or result in the most persuasive
candidate convincing the uninformed presidential search committee that
he or she can perform best as president when, in actuality, he or she
may be the most ill-equipped.

The results of this study should be of

value to boards in selecting a new college president because it provides
information on the "what must be done" aspects of the job.
This study also should be of value to the various colleges of
education in Michigan, Michigan universities which have graduate
programs in educational leadership and administration of higher
education, and similar programs intended to develop leadership skills.
It should also be useful to colleges and universities engaged in
in-service programs and seminars intended to update incumbent
presidents.

Purpose of the Study
The researcher's purpose in this study was to identify the tasks
performed by Michigan community college presidents and to determine
how the importance of task performance varies as a function of different
structural characteristics of the community college.

These research

activities when accomplished would provide some basis for:
1.

improving the criteria by which community college presidents

are hired;
2.

updating the curricula by which administrators and other

13
college leaders are trained and presidents upgraded;
3.

providing career information by which administrators are

guided and
4.

expanding upon the knowledge available by which presidents

conduct their everyday activity.
More specifically,

the researcher attempts to provide answers

to the following questions:
1.

Which tasks are performed by select Michigan community

college presidents?
2.

Will the perceived importance of the tasks performed vary

with the size of the institution, as measured in Full-Year Equated
Students (FYES)?
3.

Will the perceived importance of the tasks performed vary

with the number of full-time administrators?
4.

Will the perceived importance of the tasks performed vary

with the number of total faculty?
5.

Will the perceived importance of the tasks performed vary

with the length of the president's term in office?
6.

and

Will the perceived importance of the tasks performed vary

with the duration of the collective bargaining agreement?

Assumptions
Certain basic assumptions were incorporated into this study.
It was assumed that, when given the list of tasks, the presidents would
be capable of identifying those tasks which they performed as community
college presidents over a period of one year and that they would report
honestly in the presence of the interviewer.

It was further assumed

1A
that the presidents were capable of identifying other tasks performed
that were not listed.

Limitations
The scope of this study was limited to six public two-year
Michigan Community Colleges.

The study excludes all other colleges

and universities both public and private.
The applicability of this study to presidents of community
colleges in other states is not necessarily unreasonable; however,
application should be made only following a careful review and
comparison of the external and internal forces affecting Michigan's
community colleges and those of an institution in another state before
making any generalizations.
The validity of this study was dependent upon the accuracy of
the responses provided to the questions on a written questionnaire and
the open questions posed by the researcher during a personal interview.

Def initions
Bargaining A gent.

An association or union that is named as the

exclusive representative for all of the people covered or who will be
covered by the Master A g r e e m e n t . ^
Board of Trustees.

A board of publicly elected officials from

within the college district, who meet regularly, whose responsibility
it is to provide for the college's overall well-being and to insure
that the college works toward serving the educational needs of the

^ M i c h i g a n Education Association, Negotiation Terms and
Definitions, Office of Professional Negotiations, (Lansing: Michigan
Education Association, undated).

15
community.

The board also ratifies collective bargaining agreements

and other outside contracts, requests and levies tax support monies,
approves the budget and approves staff appointments.
Collective Bargaining.

The process by which teachers, through

their designated representatives, negotiate with the Board of Trustees
or Board of Education,

through its designated representative(s), with

reference to salary, working conditions, and other matters of interest
to the negotiating parties.
Community College.

12

An educational institution providing

primarily for all persons above the twelfth grade age level and primarily
for those within commuting distance, collegiate and non-collegiate level
education including area vocational education programs which may result
in granting of diplomas and certificates including those known as
associate degrees, but not including baccalaureate or higher degrees.
Full Year Equated Student.

A standardized method of equating

the number of credits generated by all students enrolled in courses
during an academic year with the typical number of credits one student
would earn during one year of study.

Thirty-one credits equate to

one FYES for community colleges operating on a semester basis, thirtysix for colleges on a trimester basis, and 46.5 for colleges on a
quarter or term b a s i s . ^

12

American Association of School Administrators, The School
Administrator and Negotiator, (Washington:
AASA, 1968), p. 77.

13
Andrew Mazzara, "Role Expectations of the Office of Dean
of Occupational Education in Michigan Public Community Colleges as
Viewed by Incumbents and Relevant Others," (Ph.D. dissertation,
Michigan State University, 1977), p. 13.

16
Frequency.

The rate of occurrence.^

Full-Time Administrator.

A person assigned duties and

responsibilities normally associated with the functions of management,
excluded from teacher or non-professional staff collective bargaining
units because of the local collective bargaining agreement or a
Michigan Employment Relations Commission ruling and employed at least
thirty-two hours per week for a minimum of forty weeks.
Grievance.

A claim by any member of the bargaining unit or

the bargaining agent that there has been a misinterpretation or
misapplication of the Master Agreement or any other rule, order, or
policy of the b o a r d . ^
Importance.

Significance or worth to the respondent.

Michigan Public Community College.

A two-year college

located within the geographical territory of the State of Michigan,
supervised and controlled by locally elected boards, and eligible for
state financial aid appropriated by the Michigan legislature.
Non-Teaching Faculty.

Those professional employees who serve

in a non-teaching capacity without being designated as administrators,
such as counselors and librarians.
President.

The chief executive officer of the community

college who reports directly to the locally elected Board of Trustees
or Board of Education.

■^John A. Daenzer, "The Frequency and Significance of Tasks
Performed by State Staff in Business and Distributive Education,"
(Ph.D. dissertation, Michigan State University, 1976), p. 9.
^Administrators, Negotiators, p. 77.
■^Mazzara, Role, p. 13.

17
R ole.

A set of expectations applied to a position incumbent,

the community college president in this case.
Role Conflict.

An incumbent's awareness that he is confronted

with incompatible expectations for his behavior.
Task.

The work to be done; a piece of work; a d u t y . ^

Task Cluster.

Related tasks categorized under the same

general heading.
Total Faculty.

^ Daenzer,

Both part-time and full-time instructors.

T asks, p. 11.

CHAPTER II

REVIEW OF RELATED LITERATURE

Introduction
This chapter contains a report on the literature related to the
community college presidency which was reviewed.
review, the community college presidents’:
(2) role was described;

Based upon this

(1) position was defined;

(3) perception of self and relevant others was

revealed and (4) the task-related research was denoted.
A number of studies about other top management positions, not
dealing specifically with the position of community college president,
were selected for inclusion in the review of the literature.

These

studies added further insight into the expectancies and problems
facing the president and were aids in describing the nature of this
top administrative/management position.

The Presidency:

Defined

The General School Laws for the State of Michigan outline the
general duties and powers of the Board of Trustees of the Michigan
community colleges as they relate to the appointment of the president:
The board of trustees may:
contract with, appoint and employ
a suitable person, not a member of the board, as administrator or
director of the community college, who shall possess at least an
earned bachelor's degree from a college acceptable to the state
board of education and be the possessor of or be eligible for a
teacher's certificate or have educational qualifications equivalent
thereto in accordance with standards determined by the state board
of education or have an earned doctor's degree from an accredited
18

19
college or university, and who shall hold his office for a term
fixed by the board, not to exceed five years, who shall perform
such duties as the board may determine and who shall make reports
in writing to the board of trustees and to the department of
education annually or oftener if required in regard to all matters
pertaining to the educational interests of the community college
district; . . .
Roland, in his 1953 survey of administrative heads of 191
junior colleges,

found that all presidents responding to the survey

held at least a bachelor's degree and that approximately 60 percent
had held other college administrative positions before attaining the
position of president.^
In his 1969 research on the junior college president, Roueche
noted that junior colleges were opening at the rate of more than one
per week and that the demand for presidents had reached 100 per year.
His profile of the president indicated that:
doctorate degrees;

1) 44 percent possessed

2) they generally ranged in age between 50 and 53

years of age; 3) the majority of presidents come from the junior
college field; and 4) about 16 percent come from senior colleges and
universities.

In 1969,

the junior college presidents were older than

their predecessors, better educated and had more junior college and
higher education experience.^
The two year college president's role, Gilli said, "is most

1
State of Michigan.
General School Laws. Prepared by the
Legislative Service Bureau for the State Board of Education.
Lansing,
Michigan:
Michigan Department of Management and Budget, State Record
and Publication Center, 389.124 Sec 124a., 1977.
2

Leo J. Roland, "Professional Preparation of Junior College
Administrators," Junior College Journal XXIV (October 1953) 73-79.
3

John E. Roueche.
The Junior College President (University of
California; Los Angeles:
ERIC Document Reproduction Service,
E D

0 2 2

430,

1 968),

pp.

1-4.

20
often created, filled, and vacated by order of (or pressure from)
'the governing board'
places).Gilli

(commonly known as trustees or regents in most

further defined the president as the person

responsible for the establishment of the school's goals for adminis­
tering and operating the college, for establishing and maintaining an
optimal environment for learning, for decision-making and other aspects
of school governance,
institution,

for setting the image, pace and style of the

for disseminating information, for defining clear-cut,

well understood roles for staff, for resolving conflicts, for establish­
ing sound public relations and for administering constant institutional
evaluation.^

Gilli concluded:

He has to simultaneously devote his attention to structures
and processes within the institution and be able to blend them
so as to successfully encourage adaptations to a continuing
array of challenges."6
Norton,

in 1953, attempted to determine criteria for the

certification of junior college instructors and administrators.^
Opinions of junior college educators, junior college administrators,
and state department specialists concluded that there were a number of
essential items that should be required for certification of both
administrators and faculty.

Some items included were:

good moral

“^Angelo C. Gilli, Sr., The Community Junior College Presidency:
An Inquiry (University Park, Pennsylvania:
The Pennsylvania State
University Department of Vocational Education, 1976) , p. 1.
^Ibid., pp.

13-23.

^Ibid.,

15-16.

pp.

^David Lawrence Norton, "A Plan for Certification of Public
Junior College Instructors and Administrators of Public Junior Colleges
in the United States" (Ph.D. dissertation, University of Texas, 1953),
pp. 167-170.

21
character; evidence of a good general education; evidence of mental
maturity and stability; good health and understanding of the purposes
of education in American democracy.

Administrators. Managers and Leaders
Community college presidents have been described as adminis­
trators, managers and leaders.

Administration, management and leader­

ship roles were therefore reviewed.
Superintendents have also been described as administrators,
managers and leaders.
Moore believes that a candidate for the position of superin­
tendent should be an individual with whom the board can work comfortably
and with confidence.

He suggested that, in a candidate, performance

precedes prestige in importance, although both are desireable.

He also

surmised that an able administrator is usually wanted more than an
educational leader; however, if it turns out that the candidate has
leadership qualities as well, it is fortunate.

In some instances an

agent for change may be a prime consideration, especially in situations
where drastic changes in direction seem warranted.®
Leavitt maintained that a manager operates "from a power
position within a pyramidal s t r u c t u r e . H e

has authority, yet he

functions in a system that is dependent while appearing to be indepen­
dent .

Q

Samuel A. Moore II, "So We're Looking for a New Superin­
tendent," Michigan School Board Journal, XX (March 1973):
12-13.
^Harold J. Leavitt, Managerial Psychology, 3d ed.
University of Chicago Press, 1972), p. 2U h .

(Chicago:

22
Moore referred to administrators as "professional mer­
cenaries"-*-® because they are "hired leaders for the organization"
without direct ownership.

He also said that the administrator "is

vested with power in the organization for the express purpose of making
policy operat ional.
Perrow stated that management has become increasingly complex.
For example,

in the mid-nineteenth century,

desired leadership

qualities included "industry, arrangement, calculation, prudence,
punctuality, and perserverance".^

A list from the year 1918 names

"intelligence, ability, enthusiasm, honesty, and f a i r n e s s " . T e n
years later lists had gone further.

"The leader should be worthy of

his authority, eager to acquire new information, willing to learn from
subordinates, anxious to see them develop, able to take criticism and
acknowledge mistakes."^-4
mentioned,

Training to acquire these qualities was also

rather than inheritance.

Shrope had this to say about leaders:

"People who can see a

problem, state it clearly, and offer intelligent, attractive solutions
to it become leaders at home, at school, at work, and in the larger
society as well.

They are also better able to evaluate the positions

■^Samuel A. Moore II, "Machiavelli Has A White Hat Tool"
Michigan Journal of Secondary Education VIII (Winter 1967):
27-28.
11Ibid.
1o

Charles Perrow, Complex Organizations (Chicago:
Foresman & Company, 19 72), p. 70.
13Ibid.
1 4 Ibid.

Scott

23
others take on issues that concern them."-*--’
Toffler defined a leader as a person with a "vast amount of
imagination, energy and skill to

spread a

1 fs

futuristic movement."

For a leader leads when he:
1.
Induces social change to alter the future in specific
ways he influences change.
2.
Generates images of the future with better forecasting
techniques which will help us pursue our goals.
3. Asks questions having to do with time and knowledge. . .
and
4.
Focuses on possible, probable, and/or preferable
futures.17
According to Hughes and Achilles, the supervisor, rather than
creating change, must facilitate
diffusion.

change. Change requires adaption

and

Adopting a change requires several stages; awareness,

interest, evaluation,

trial and adoption.

To facilitate change in the

educational setting, the supervisor must decide where the schools
(teachers, administrators, etc.) are in the process and remove hindrances
to the next step and develop strategies to assist an orderly progression.-^®
Jennings wrote that leaders "are viewed as essential in that they
formulate theories, policies, and ideals that give direction and character
to an age and their presence and character help to define the character of
society.

The quality of their contribution is such that history is

-^Wayne Austin Shrope, Speaking and Listening (New York:
Harcourt, Brace & World, Inc., 1970), p. 141.
16A1 v in Toffler, The Futurists (New York:
1972), p. 4.

Random House, Inc.,

17Ibid.
1®L. W. Hughes and C. M. Achilles, "The Supervisor as a Change
Agent," Educational Leadership XXVII (May 1971):
840-843.

24
substantially c h a n g e d . T h e

educational leader must be skilled at

"planning, organizing, leading and controlling."^

In The Mobile

Manager, Jennings said, "In a mobile world, a good manager is one who
can produce m a n a g e r s . " ^
Sayles referred to three studies dealing with actual behavior
of managers; one by Burns of the United Kingdom, one by Pondy at
Columbia and the other by Walker, Guest and Turner at Yale.

A common

element of all confirms, according to Sayles, that management is
working with and through other people.^2
Mintzberg synthesized research findings in a description of ten
roles that seemed to describe the essential content of all manager's
jobs.
Interpersonal Roles
Figurehead
Leader
Liaison
Informational Roles
Monitor
Disseminator
Spokesman

IQ

Eugene E. Jennings, An Anatomy of Leadership (New York:
McGraw-Hill Book Company, 1972), p. 8.
20

Eugene E. Jennings, The Executive in Crisis (New York:
McGraw-Hill Book Company, 1965), p. 205.
21

Eugene E. Jennings, The Mobile Manager (New York:
Hill Book Company, 1967), p. 66.
22

L. R. Sayles, Managerial Behavior (New York:
Book Company, 1964), pp. 33-45.

McGraw-

McGraw-Hill

25
Decisional Roles
Entrepreneur
Disturbance handler
Resource allocator
Negotiator^
Drucker compared a manager to an orchestra conductor.
The manager has the task of creating a true whole that is
larger than the sum of its parts, a productive entity that turns
out more than the sum of the resources put into it.
One analogy
is the conductor of a symphony orchestra, through whose effort,
vision and leadership individual instrumental parts, that are so
much noise by themselves, become the living whole of music.
But
the conductor has the composer’s score; he is only interpreter.
The manager is both composer and conductor.24
E. Mayo

cited three persistent managerial problems in large-

scale industry:
1. The application of science and technical skill to some
material good or product.
2. The systematic ordering of operations.
3. The organization of teamwork— that is of sustained
cooperation.25
The third problem was, he believed, almost totally ignored.
The first two were for effectiveness, but the third for efficiency;
therefore,

the good manager could not deny it proper attention.26

The experimental efforts to improve all three resulted in greater out­
put, but Mayo concluded that it was this study "that first enabled us
to assert that the third major preoccupation of management must be

23
Henry Mintzberg, The Nature of Managerial Work (New York:
Harper & Row, 1973), p. 59.
2Z,Peter F. Drucker, The Practice of Management
Harper & Row, 1954), pp. 341-342.

(New York:

2-*E. Mayo, "Hawthorne and the Western Electric Company,"
in Organization Theory, ed. D. S. Pugh (London:
Penguin Books, 1971),
p. 215.
26Ibid., pp. 215-228.

26
that of organizing teamwork, that is to say, of developing and
sustaining cooperation.1,22
Tannenbaum and Schmidt discussed the question on how a
manager should lead his organization.

They wrote:

The successful leader is one who is keenly aware of those
forces which are most relevant to his behavior at any given time.
He accurately understands himself, the individuals and group he
is dealing with, and the company and broader social environment
in which he operates.
And certainly he is able to assess the
present readiness for growth of his subordinates.
The authors continued:
The successful leader is one who is able to behave appro­
priately in the light of these perceptions.
If direction is in
order, he is able to direct, if considerable participative freedom
is called for, he is able to provide such f r e e d o m . 2 8
Tannenbaum and Schmidt concluded that the successful manager
of people is neither strong, weak nor permissive, but rather is adept
at assessing the forces which determine what would be his most
appropriate behavior at any given time and then being able to act
accordingly.

For an insightful and flexible manager, leadership

problems are less likely to present a dilemma.29
Bernthal, in 1970, examined various types of organizational
leadership and concluded that in a task-oriented system,

the leaders

role cannot be generalized in narrow terms with titles such as
decision-maker, director and controller, problem solver, inspirer,
communicator or with any other simple function title.

Conversely,

2^Ibid. , p. 229.
2®Robert Tannenbaum and Warren H. Schmidt, "How to Choose a
Leadership Pattern," Harvard Business Review LI (May-June 1973):
168.
29Ibid.

27
the role can be better described in terms such as:

articulating the

organization's mission; vying for and securing resources for the
organization;

realistically assessing environmental forces or con­

straints; providing internal coordination; conflict resolution; and
representing the organization to its constituency.

His style is

neither authoritarian or democratic, but rather flexible and adaptive.
He must correctly assess the forces in himself, in the organization
and in the environment and respond appropriately to them.
Bernthal concluded that the administrator is neither strong
nor weak, but he is an integral part of a complex social system, in
which his primary purpose is to integrate productively both human
and non-human resources into an organization working toward a common
g o a l .^
Boles and Davenport devoted an entire book to the various
aspects of leadership.

They stated that administrative positions are

a locus for leadership and that essentials for administering are
authority or power, operating within limits.

Essentials for leading

are influence or authority, status, structure, social exchange and
flexibility, while important ingredients include persuasiveness and
language mastery.
It was believed by the above authors that "chief executive"
and "leader" are not synonymous; that leadership is not a prerogative

n n

Wilmar F. Bernthal, "Organizational Leadership:
Some
Conceptual Models," Paper presented at Mountain-Plains Institude for
new presidents of community colleges, Scottsdale, Arizona, 5 May 1969.
T 1

Harold W. Boles and James A. Davenport, Introduction to
Educational Leadership (New York:
Harper and Row, 1975), pp. 138-151.

28
of any individual due to personality or position, nor is it a
collectivity of persons.33
process.^

They also stated that leadership is a

Therefore, it is comprised of actions and administering.

Leadership, then, occurs where the "essentials of leading and of
administering are present and does not occur where some of those
essentials are missing.

The process can occur only where there are

people whose motiviations impel them to lead, since leadership is
expected of persons who hold positions of headship . . ."34

But, it

cannot occur unless others are disposed to be led because it is an
"interactional" p r o c e s s . ^

"The actions aim at the goals of innovating

and meeting individuals* needs.
Boals and Davenport also stated that the expectations for the
role of leader include a leader who takes the initiative, has a "pre­
ferred o u t c o m e , " ^ maintains the organization by assisting members to
fulfill those needs that resulted in their joining the organization,
endures stress, behaves consistently in some style and assumes
responsibility for the greatest share of risk.38

The educational

leader was described as a unique individual who serves four groups of
people;

the learners,

32Ibid., p.

those who work in the organization he heads,

153.

33Ibid.
34Ibid., p. 138.
35Ibid., p. 225.
36Ibid., p. 138.
37Ibid., p. 15.
38Ibid.

29
those who provide jobs for the learners and the patrons who pay the
bills.

All these groups must be satisfied to a degree they find

acceptable.

The educational leader needs, as well, a philosophy of

learning rather than one of

s c h o o l i n g . - ^

He helps people to under­

stand their social environment such as understanding the relationship
of expectations to goals, accountability, values, objectives and the
philosophy of the institution they represent.

The authors believed

that an educational leader should also emphasize more and better
developed policies without too many restrictions.
Moore maintained that great institutions require in the
presidency both leadership and administration, which calls for a
special, unique p e r s o n . ^

Unfortunately,

the president who is this

kind of a person creates "dissonance with the status q u o " ^
that, eventually, he make an untimely departure.
are l e a v e r s . C h o s e n

Therefore,

requiring
"leaders

to lead, they find that, in actuality, only

administrators are wanted.
Fiedler, during a symposium held to commemorate the 50th
anniversary of the original Hawthorne studies was asked the question,
"What do we know about leadership?"

He indicated that:

1. Leadership is not a trait or characteristic of a particular
leader but the characteristics of people in a particular group.
2.
Leadership is attained by people who have the abilities
which group members see as necessary to attain their goal.

39Ibid.,

pp.

340-356.

^ S a m u e l A. Moore II, "Leaders Are Leavers," The Journal
of General Education XX (January 1969):
291-296.
A1Ibid., p. 296.
A2Ibid.

30
3.
It is the group's outstanding performance that makes an
outstanding leader.
A.
One cannot talk about a ’good' or 'bad' leader because
it all depends on the situation he finds himself in.
5. Any good leadership theory must take care of the inter­
action between personality and leadership situation as well as
the effect of changes on the leader.
Fiedler, in trying to explain the performance and behavior of
leaders under varying conditions, used two groups of leaders.

One he

called "task-motivated" and the other he called "relationship-motivated"
(the contingency model).
The task-motivated leader is more concerned about getting the
tasks accomplished and when he feels that he has achieved that, then
he could be charming and considerate in his relationships with his
co-workers.
The relationship-motivated leader needs the inter-personal
relationships and the support of his co-workers.

This type of leader

will also seek the admiration of his superiors and will often neglect
his subordinates
Prentice's intent was to provide a greater understanding of
leadership.

He wrote as follows:

Attempts to analyze leadership tend to fail because the wouldbe analyst misconceives his task.
He usually does not study leader­
ship at all.
Instead he studies popularity, power, showmanship, or
wisdom in long-range planning.
Some leaders have these things, but
they are not of the essence of leadership.
Leadership is the accomplishment of a goal through the direction
of human assistants.
The man who successfully marshals his human
collaborators to achieve particular ends is a leader.
A great
leader is one who can do so day after day, and year after year, in
a wide variety of circumstances.

A3

Fred Edward Fiedler, "New Concepts for the Management
of Managers," in Man and Work in Society, ed. Eugene Louis Cass
and Frederick G. Zimmer (New York:
Van Nostrand Reinhold Company,
1975), pp. 207-219.

31
His unique achievement is a human and social one which stems
from his understanding of his fellow workers and the relationship
of their individual goals that he must carry o u t . ^
The role of the chief executive officer in universities and
senior colleges with membership in the Southern Association of Colleges
and Schools was examined by Massey in 1969.

He concluded that:

1. Private incumbents report the sources of influence exerting
substantial pressure upon the institution to be accrediting organ­
izations, groups of faculty and groups of students.
2.
Public incumbents state that the sources of influence
exerting substantial pressure upon the institution to be accredit­
ing agencies, agencies of state government and faculty groups.
3. The major barriers preventing the chief executive from
fulfilling his responsibilities, as he felt they should be ful­
filled, are time taken by administrative detail, lack of competent
administrators, insufficient faculty and lack of competence among
the faculty.^5
Massey found that the chief executive believes that he should
assume the role of leader,
governing board.

take the initiative and lead members of the

Further, the chief executive can be illustrated as

a fund-raiser and public relations person and is more a business
executive than an intellectual leader.

Massey noted that size was a

big factor with regard to the different types of problems, but had an
effect on the intensity of the p r o b l e m s . ^
Goodner, in 1974, offered a checklist for top administrators
consisting of basic ingredients for successful leadership.
list included:

The check­

frequent communication among staff; systematic

44W. C. H. Prentice, "Understanding Leadership," Harvard
Business Review XXXIX (September-October 1961):
143.
^ J a m e s William Massey, "The Role of the Chief Executive in
Universities and Senior Colleges Which are Members of the Southern
Association of Colleges and Schools" (Ph.D. dissertation, University
of Mississippi, 1969), p. 128-131.
46 Ibid., p. 97.

32
decision making; problem identification; comprehension of goals by
all staff and resourceful use of finances .

^

Brickell had this to say about a leader:
"A leader anticipates future trends and events— according to
my definition— alerts school personnel to current problems and
opportunities; stimulates them to act; and defends them against unfair
outside attack."^®

The Community College President
as Administrator, Manager and Leader
Cosand, in 1975, listed effectiveness in listening, planning
and research, effectiveness in delegating responsibility, personal
integrity and consistency as necessities for a community college
president to provide strong leadership .

^

The president, he said, has

to cope with both internal and external forces including the board,
other administrators,

the faculty and the students.

In addition, the

community, local and state politicians, business, industry, labor, the
professions and the media offer continuous problems of differing
complexities with which the president must deal.
Corcoran reported the results, which were better than expected,

46Ibid., p. 97.
^ J a c k Goodner, "A Checklist for Top Administrators," College
Management IX (May 1974):
24-28.
48

Henry M. Brickell, "What to Look for in a Good Graduate
School," Paper presented at National EPD 552 Seminar, Atlantic City,
New Jersey, 2 December 1977.
LQ
Joseph P. Cosand and others, "A Community College President—
What's That?" Paper (major address) presented at annual convention of
American Association of Community and Junior Colleges, Seattle, Wash­
ington, 16 April 1975.

33
when the Seattle Community College District went without a chief
executive for an extended period of time.

For a forty-four month

period a four-person committee substituted for a district president.
Cost savings and general staff harmony were reported; however,

there

were losses in the areas of planning, grievance handling and account­
ability.50
The community college chief executive sets the tone and pace
as "mentor or educational leader,"-*1 says Vaughan.

This tone and pace

must encourage the educational development of all segments of the
college.

Vaughan, president of Piedmont, Virginia Community College,

believed that as educational leader,

the president must require pro­

fessional development of faculty and administrators,

that he set forth

and try new ideas (accept risk,), think of his role in professional
concepts and contribute to the field of knowledge concerning community
colleges by way of publications and by participating in public speak­
ing, such as forums at meetings.

Furthermore,

the president must always

be ethical, particularly in regard to what the college promises, must
remain abreast of federal and state rules and regulations, must present
the total picture to the public, establish school communication in which
pertinent information is disseminated readily and is easily available,
"be sensitive to and sensitize"-^2 staff, students and public to changing
trends which affect them, not permit himself to be buried in federal

50George C. Corcoran, "The President Was A Committee," A G B
Reports IXX (January-February 1977):
27-30.
51

George B. Vaughan, "The President as Mentor," Community and
Junior College Journal IIL (April 1978):
10-13.
52Ibid., p.

12.

34
paperwork and must keep his primary focus on the educational process.
This is what distinguishes a college president from a corporation or
service agency manager.
"In contrast to his lot in the 'glory' years," McClenney,
President of Eastfield College, Mesquite, Texas, said:
A community college president who is presently in touch with
reality has been confronted with concerns about accountability,
steady state conditions, retrenchment, consumerism, competition,
loss of autonomy, government regulations, collective bargaining,
attacks on traditional accreditation, court decisions, energy
conservation, affirmative action, higher education spending,
and faculty pessimism.
The response to these realities has been
to become 'management conscious' and to seek ways to cope with
an uncertain future now that enrollment has leveled off.^3
McClenney further speculated about whether or not it was
possible for a president, under the present circumstances,

to lead.

In any case, McClenney believed that concerns must switch from
quantitative growth to qualitative improvement of the

i n s t i t u t i o n .

^4

He also suggested that presidents assume a managerial role with skill
development in "decision-making, problem-solving, team building, time
management, conducting meetings, motivation and communications."^
Harris, in 1975, reported what he believed to be some of the
most important issues facing community college presidents.^6
them were finance and control,

Among

faculty unionism and trends in

53
Byron N. McClenney, "The President as Manager," Community
and Junior College Journal IIL (April 1978):
26, 31-33.
5AIbid., p. 33.
55Ibid., p. 31.
^ N o r m a n C. Harris, "What Are Community College Presidents
Thinking About," University Innovator VI (March 1975):
1, 4-6.

35
administrative management.
Harris indicated that the public's declining enthusiasm for
education and centralization, caused by state and federal financing
and control, has led to a financial crisis and conflicted with the
college's primary responsibility to serve local needs.

Furthermore,

collective bargaining has led to the end of collegiality, a closed
administration, and a decreased sensitivity to serving the community's
needs.

He believed that the president's role has become that of

manager and mediator.
Pray, in a 1975 report, indicated that community college
presidents are faced with great problems, of such magnitude that
the community colleges are failing to realize their p o t e n t i a l . H e
cited the following as examples of problems at the very highest level
of policy and management decision making:
1. Publicly elected trustees are apt to have political
allegiances.
2. Community college boards are usually too small to
represent the range of talent and experience needed for con­
structing effective trustees supporting groups.
3. The small size of the boards prohibits committee work
and forces the board to act as a committee of the whole, thereby
wasting valuable board time.
A.
The management duties of presidents and boards are not
clearly delineated.
Greenfield, Chancellor of St. Louis Community College,
speculated about the high presidential turn-over and led the reader to
conclude that most resignations followed a crisis with the governing

Francis C. Pray.
A New Look at Community College Boards of
Trustees and Presidents and Their Relationships:
Suggestions for
Change (American Association of Community and Junior Colleges; Washing­
ton, D. C . : ERIC Document Reproduction Service, ED 105 951, 1975, p. 1.

36
boards, although faculty and budget problems led other presidents to
resign.

He conceded that intelligence and political wisdom are help­

ful to

a president, but argued that "great" names

lists.

He believed hard work, plus luck may lead

are on the casulty
to longevity.

Also,

presidents who don't "rock the boat" too much keep their job.
In speculating why presidents stay on the job, Greenfield
listed income, status and power for a purpose or purposes, small or
great.
Rushing, in 1976, in his study of the changing role of the
president,

indicated that current community college presidents may

expect intensified pressures in the areas of finance, governance,
public confidence, employee's search for security, and governmental
control brought about largely by a changing student market.

Economic

problems affecting the "open door" philosophy must be resolved.
Presidential judgement will be
Rushing also suggested

required in this regard.
that the president

can predict increased

levels of governmental regulation, coordination, centralization, and
control, with a concomitant increase in emphasis on governmental
relations.
According to Wygal, President of Florida Junior College, "The
development of the craft of manipulation is essential to the survival
and strengthening of the 'man in the middle' as he presides over the

58

Richard K. Greenfield, "The President as Politician,"
Community and Junior College Journal IIL (April 1978):
34-36.
CQ

J?Joe B. Rushing, Changing Role of the Community College
President in the Face of New Administrative Pressures (American
Association of Community and Junior Colleges; Washington, D. C . :
ERIC Document Reproduction Service, ED 128 038, 1976), pp. 1-63.

37
community college in the years ahead."*’®

There will be times that the

president must use the power of his office, but he warns against
overdoing it.*^
Howard Sims, President of Highland Community College in Illinois,
spoke of the president as money manager.

"The task of money management

would be much easier" he says, "if it operated against a static backdrop."

f i *?

Since it does not, the wise money manager will interact:

. . .with state agency personnel and legislative bodies to
help them make appropriate mechanical or mathematical adjustments
to the variables within the funding formula.
The designers should
note that simple mathematical adjustments necessary within variables
can save the trauma of 'inventing a new wh e e l 1 to turn out adequate
resources.63
Bickford, President at Prince George's Community College in
Maine, stressed that the president's role as marketer is very important
since monetary support is based on student enrollments.

Student

enrollment decline, older students, more part-time students, more
minority and more female students will change the marketing plan which
should now include reidentification of student needs, implementation
of strategies to meet these needs and assessment of consumer satis­
faction. ^
Stoke noted the following phenomenon:

^ B e n j a m i n R. W y g a l , "The President as Manipulator," Community
and Junior College Journal IIL (April 1978):
8-9.
6 1 Ibid., p. 9.
62
Howard D. Sims, "The President as Money Manager," Community
and Junior College Journal IIL (April 1978):
20-24.
63Ibid., p. 22.
^^Robert I. Bickford, "The President as Marketer," Community
and Junior College Journal IIL (April 1978):
14-16.

38
The transformation of colleges and universities reflects
itself in the position of their presidents, and has brought to
that position men whose training, interests, and skills are far
different from those of their predecessors.
The college president
as the Man of Learning has given way to the Man of Management,
although the change has not taken place without strain and
conflict.
In Cohen and Roueche's 1969 study, it was found that community
college presidents seldom assume the responsibilities of educational
leaders, but function mostly in the realm of administration.

However,

findings of the study covering documents, job descriptions of college
presidents, policy statements and presidents' reports from 912
colleges, showed that at most junior colleges there are no formal
definitions of a president's role or tasks.
Blocker,

in 1961, stated that the chief administrator in a

community college played the central role in equating the physical
plant to educational needs.
He must secure and utilize the help of many different people,
who, because of their dissimilar attitudes and points of view,
can help plan a campus which will include both utility and
aesthetic v a l u e s . ^
In his sampling of college and university presidents through­
out the United States, O'Connell found that the primary differences
in presidential role emphases relate to the size of the institution,
whether the institution is public or private, or whether the students

^ H a r o l d W. Stoke, The American College President (New York:
Harper & Brothers, 1959), p. 3.
Arthur M. Cohen and John E. Roueche.
Institutional Adminis­
trator or Educational Leader?
The Junior College President (University
of California; Los Angeles:
ERIC Document Reproduction Service,
Ed 031 186, 1969), pp. 1-55.
^ C l y d e E. Blocker, "The Role of the Administrator in Community
College Planning,:
Junior College Journal XXXI (February 1961):
330.

39
served are commuters or residential.
Five conclusions were reached by O'Connell respecting the roles
of the president:
1. The president is a leader who formulates purposes for
institution and who communicates those purposes to the rest of
the institution.
He cannot expect to be a popular figure on
campus.
2. The president is a manager concerned with the ways and
means of getting the institution's job done.
3. The president is an energizer in that he acts as a
catalytic
agent for the institution's functioning.
His personal
energy has a direct relationship to the total energy of the
institution.
4.
The president is an envoy who represents the college/
university to its outside or off-campus constituencies or
publics.
The envoy is responsible for public relations and fund
raising.
This role is often in conflict with the president's
on-campus role, especially if too much time is devoted to it.
5.
The president is the intellectual who must engender a
respect for the life of the mind and for the advancement of
human knowledge.68

The President as Perceived by Self and Relevant Others
The community college president, according to Gilli,

is

simultaneously looked upon "by students, faculty, other administrators,
trustees, business-industrial groups and the community at large as
the college's agent to serve their respective needs and interests
relative to the two-year college."69

How he handles the often

contradictory demands placed on the office has much to do with whether
or not he is perceived as successful.
Role expectations of faculty and trustee groups for the
community college president were examined by Upton in 1969.

He

ft
Thomas Edward O'Connell, "The Five Roles of the College or
University President" (Ph.D. dissertation, University of Massachusetts,
1975).
fi

69

Gilli, Presidency, p. 23.

40
concluded that:

1) faculty and board members differed significantly

in specifying behavior expected of the president; 2) the greatest
differences centered around how the primary responsibility for
decision making should be divided within the college and 3) that the
extent of conflict appeared to be related to intergroup differences
in expectations for division of responsibility,

to the size of the

college and to faculty confidence in the organization's leadership.^®
Bailey indicated that four year institutions must give junior
community colleges attention.

Bailey, a former university president,

believed that his inattention to them was one of his weaknesses that
led to his d o w n f a l l . ^

Increased attention should improve the image

of the junior community college and the status of its president.
In a study of the president's role at a select number of
community junior colleges in seven midwestern states, Harms found
that there was a significant difference in perception of the president's
role among the presidents,

the deans of instruction and the presidents

of the faculty associations.

However, it was agreed by the three groups

that the most important responsibility of the president was to work with
the b o a r d . ^
Stamm, in 1969, studied the role expectations of eighteen

^®John Hulme Upton, "Role Expectations of Faculty and Trustee
Groups for the Community Junior College President and Relationships
Between Intergroup Differences and Selected Criterion Variables"
(Ph.D. dissertations, University of Michigan, 1969), pp. 184-187.
^ R i c h a r d P. Bailey, "Confessions of a President Who
Resigned," A G B Reports XVII (May-June 1975):
24-25.
77
John Nicholas Harms, "The President's Role in a Selected
Number of Community Junior Colleges in Seven Midwestern States"
(Ph.D. dissertation, Montana State University, 1975), p. 70-71.

41
California community junior college presidents and found that faculty
were less impressed with how well presidents lived up to their
expectations than they were with the presidents' actual behavior.

He

also found that the faculty, board presidents and deans did not differ
significantly from the presidents in their expectations of the
president's r o l e . ^
Scott analyzed the role activities of presidents in Illinois
public community colleges and found that the college president's
perceived role activity expectations were different according to the
perception of presidents, board members, administrators, faculty and
students.

He also found that college size and type appeared to have

little significance when analyzing the role activities of the
president.^4

(By "type of college" Scott meant location— rural or

urban.)
Ronning, in 1973, studied the perceived leadership role
behaviors of presidents of select, accredited private non-church
affiliated colleges and universities, as observed by the academic
vice-president, vice-president of business affairs, dean of students,
chairman and vice-chairman of the board, chairman of the faculty
council, faculty chairman of the local chapter of the American
Association of University Professors and the president and secretary

73

Harlan Charles Stamm, "The Role Expectations of Eighteen
California Community Junior College Presidents Comparative to Three
Associative Reference Groups" (Ph.D. dissertations, New Mexico
State University, Las Cruces, 1968), p. 114.
^ T h o m a s Richard Scott, "The Role of the Illinois Public
Community College President and Recent Change Perceived by the
President, the Board Member, the Administrator, the Faculty and the
Student" (Ph.D. dissertation, Northern Illinois University, 1975).

42
of the student governing body.^^

Ronning discovered that the leader­

ship role behaviors of the college presidents were perceived in a
similar manner by the relevant others.

The presidents were seen as

conflict resolvers, the major college representatives to the community,
their representatives to the board, the leaders of the institution and
the persons who bring order to the system.
According to Cave, a crucial problem confronting school
administrators involved in the throes of the new era of collective
bargaining was how they may establish appropriate behavior patterns
which will satisfy the expectations of both school board and teachers'
organizations.

To the degree that school administrators are able to

establish a behavior pattern which is acceptable to both the school
board and the teachers' organization, to that degree will the presence
of conflict be minimized.

7ft

How the president views the role of the community college sheds
some light on how he views his role.
In his research on the role of public junior colleges in Texas,
as viewed by their presidents and board members, it was noted by Weynand
that there appeared to be no single, all-inclusive or unifying role of
the public junior colleges in T e x a s . ^

He concluded in his findings

^ R o l f Ondeck Ronning, "A Study of the Leadership Role
Behaviors of the College Presidents at Selected Institutions of Higher
Education in New York State" (Ph.D. dissertation, State University of
New York at Albany, 1973), pp. 96-99.
^ D a v i d R. Cave, "A Critical Study of the Leader Behavior of
School Administrators in Conflict with Teacher's Unions" (Ph.D.
dissertation, Michigan State University, 1967), p. 3.
^ J e r o m e Francis Weynand, "The Role of Public Junior Colleges
in Texas as Viewed by their Presidents and Board Members" (Ph.D.
dissertation, University of Texas, 1963), p. 145.

43
that there were certain broad role features based on the consensus of
respondents including:

1) servicing the educational needs of the local

district by providing low-cost, post secondary education accessible
to students at home; 2) adherence to no set pattern or stereotype of
organization of programs because of individual community needs and
3) the favoring of additional local and state efforts to aid in the
development of educational programs and facilities, as opposed to
federal aid.
Mackey, with a fifteen item questionnaire in 1974, studied the
administrative activities, related to decision making and communicat­
ing, of the chief executive officers (CEOs) of approximately 170
public community junior colleges.^®

He found that the CEOs perceived

the activity areas connected with staff personnel, curriculum and
instruction and community relations to be most important.

Furthermore,

Mackey reported that CEOs perceived future-oriented activities such as
planning, budgeting and public relations to be more important than
past-oriented activites.
Regarding CEO decision making, Mackey reported that:

1) vice-

presidents/deans were first in influence on the president; 2) the
governing board was second in influence; 3) the faculty were third in
influence; 4) the division/department chairman were fourth in influence
and 5) the students were lowest in influence.
Regarding CEO communicating activities, Mackey reported that
keeping the organization informed and maintaining staff relations

^^Miles Danley Mackey, "Perceptions of Chief Executive Officers
of Public Community Junior Colleges Regarding Selected Administrative
Activities," (Ph.D. dissertation, Arizona State University, 1974), pp.
82-84.

44
were the most important activities.
Gilli concluded, as a result of his study of present and former
presidents,

that former presidents perceived themselves as having been

more influential than present presidents.

79

Deloache found, in his study of faculty and presidents of seven
junior colleges in Oklahoma, that presidents had higher expectations of
the office than faculty members.

Task Related Research
In 1961, LaVire, University of Florida,

in his doctoral

dissertation,

identified a list of eight major task clusters in which,

he concluded,

there was substantial agreement between state and national

administrators.
1.
2.
3.
4.
5.
6.
7.
8.

These were:

pupil personnel,
community-school leadership,
staff personnel,
school plant management,
school transportation,
school organization and structure,
school finance and business management and
curriculum development and instruction.

Eisenbise,

for his 1963 doctoral dissertation, studied the roles

of community and junior college administrators in California and con­
cluded that although clear-cut job descriptions for all employees was
recommended by the administrators surveyed, there was gross overlapping
79

Gilli, Presidency, p.

182.

80

Dan Franklin Deloache,
Attitudes and Opinions of Faculty
Members and Junior College Presidents Toward Selected Descriptions
of the Office of College Presidents" (Ph.D. dissertation, Oklahoma
University, 1969), p. 136.
O -j

Willis Alvin LaVire, "The Critical Tasks for the Public
Junior College Administrators" (Ph.D. dissertation, University of
Florida, 1961), pp. 117-121.

45
of some administrative duties resulting in general confusion and
undesireable conflict.

Despite this, there was little evidence to

indicate that steps were being taken to develop precise job descrip­
tions.

He also found that identical job titles did not indicate

identical duties, but that the duties varied substantially within
QO

and among colleges.
Shannon,

in 1968, in his study of the community college

president found that presidents spent most of their time in matters
of staff, public relations, finances and students.

However, they

preferred to work with staff, curriculum development, public relations
and students.

Furthermore,

Shannon found that presidents believed

that the most neglected areas were alumni, legislation, students and
professional activities.

Presidents also believed their role to be

that of educational leader both on campus and in the community.®^
Hellyer studied sixteen activities performed by the Iowa
community college presidents.

He found that:

1) the board-president

relationship was the most important activity and occupies a considerable
amount of the president's time; 2) the presidents were highly involved
in community affairs and 3) the presidents did not spend a desireable
amount of time in institutional planning.

Hellyer concluded that

activities viewed as more important by the presidents were usually
performed primarily by them and those which they ranked of lesser

Mer lin Edwin Eisenbise, "Administrative Organization and
Operational Patterns in Junior Colleges of California" (Ph.D.
dissertation, University of Connecticut, 1963), pp. 198-201.
83

William George Shannon, "The Community College President:
A Study of the Role of President of the Public Community Junior
College" (Ph.D. dissertation, Columbia University, 1962), pp. 96-98.

46
importance were primarily delegated or shared.

However, the activities

perceived as being more important were not necessarily the activities
that occupied the larger amounts of the president’s time.®^
According to Mintzberg, studies showed that managers work at
an unrelenting pace,

their encounters are varied, brief and without

continuity and they are action rather than reflective oriented.

They

perform a number of regular duties which include ceremonies, rituals
and negotiations.

They also regularly process information to disseminate

to important others.

Managers strongly favor use of the verbal media.

All managers are vested with formal authority over an organizational
unit for which they make decisions and invent strategies.

85

A manager, Leavitt contended, is a solver of unprogrammed
problems because he deals largely with unknowns instead of knowns;
also because his problems have a greater change quality than the more
static quality of lower level problems.
gathering and problem-defining functions.
or execute a program.

His tasks include informationHe may choose to delegate

He must use information he is privy to, to make

decisions and carry them through.®^
Bailey, a former university president, believed that inattention
to the non-traditional student, little attention to junior colleges,
allowing for faculty and students to make administrative decisions,
lack of forcefulness in requiring corporate support and lack of

^ L y l e Adrian Hellyer, "An Inquiry Into the Professional
Activities of the Iowa Community College President," (Ph.D. dissertation,
Drake University, 1975), pp. 215-219.
85

Mintzberg, Wor k , p. 59.

86Leavitt, Psychology, p. 243.

47
forcefulness in seeking cooperative mergers with competing institu­
tions led to his downfall.®^

Summary of Chapter II
The researcher, in the review of the literature, found that
the number of studies dealing with the role of the community college
president far outweighed the number of those in which it was attempted
to disclose the tasks or activites performed by them.

The researcher

also found ample literature on the roles of persons filling leadership
positions similar to those of the community junior college president,
such as roles of chief executives of other institutions/organizations,
top level managers and administrators; however,

those which the

researcher chose to use were selected because they seemed pertinent
regarding this study.

It is also important to note that terminology

often overlaps, as do the four categories dividing this chapter.

This

is, in part, a result of varied methods used to define a president.
It is also evident that many researchers had not clearly
dilineated between role and task.

Some authors used these terms

interchangeably while others made a distinction and then proceeded
to use such words as activity or responsibility.

Usually, however,

what a manager, administrator, chief executive, president, supervisor
does was stated in very broad, general terms.

Ample information of

this sort was available, but the actual "tangible" tasks were seldom
mentioned or the lists were incredibly incomplete.

The actual tasks

performed by a college president, in general, and a community junior
college president,

87

in particular, were left to the imagination.

'Bailey, Confessions, p. 25.

No

48
studies were found which had been conducted to explore the task
performance of Michigan community college presidents.

Even Gilli's

study, which explored the role of the community college president,
did not include Michigan because no one from Michigan responded to
the questionnaire.

This lack of information was also evidenced by

the many authors who indicated a need for a greater data base in the
area of task performance.
The literature review revealed that the role of president is
in a state of flux and different from the early days of the community
college.

More government intervention was predicted, particularly in

fiscal affairs.

It was also predicted that the role of president

would become more managerial in nature.
The literature concerned with role expectancies by relevant
others was conflicting, as illustrated by the Upton study and the
Stamm study; however,

it appeared that the president and the board

were usually in agreement regarding the president's role.
The authorities who spoke about the president as a change
agent agreed that a president who attempted to initiate much change
was in danger of losing his position.
The writers generally seemed to agree that the community
junior college president is a conflict resolver, pace setter, hard
worker, administrator, decision-maker, fund raiser, grievance handler,
disseminator of information, chief representative of the board of
trustees, public relations handler (which includes articulating the
mission of the organization), holds a status position and integrates
the efforts of many into a common goal.
seldom formally defined.

His duties, however, are

The report on the experiment with the

49
committee which substituted for president indicated that a president
is needed for planning, grievance handling and accountability.

Also,

the literature indicated that the president should be ethical, up-todate and flexible.
Some of the authors referred to the term "president" and
"leader" synonymously although some authorities differentiated. Most
agreed that a president should be a leader and if he is a leader he
will have an additional set of attributes and take on new roles, in
particular, as creator, planner, innovator and futurist.

CHAPTER III

METHODOLOGY

Introduction
This chapter contains a discussion of the method by which data
were obtained and analyzed.

The arrangement of the topics generally

corresponds with the sequence in which activities were performed.
In this chapter,

the population of the study is identified;

the questionnaire and the twelve open questions discussed; the
selection of the stratified sample and the interview explained; and
the data collection, tabulation and comparisons described.

Population
The population of this study consisted of the presidents from
twenty-nine Michigan community colleges.

Six presidents were randomly

selected as a stratified sample representing large, medium and small
institutions.

The Questionnaire and Twelve Open Questions
All of the presidents contacted agreed to be interviewed and
were given a questionnaire to complete, in order to obtain factual data
for use in answering the questions posed by the researcher, and all
responded to twelve open questions which were designed to provide
information which would give additional insight into why the presidents
50

51
do what they do.

The Questionnaire
Sarbin indicates that questionnaires can be used effectively
to study role expectations.*
An initial task list was developed by the researcher based upon
both a review of the literature and personal knowledge acquired as a
result of his close professional association with two community college
presidents, as Dean of Instruction and Vice President for Academic
Affairs.

An administrator task inventory was particularly helpful.

A panel of experts, referred to later in this chapter, familiar with
the community college presidency and/or the principles of task analysis
validated the tasks, the division of tasks into clusters and the
instrument design.
The tasks were divided into clusters of similarity to eliminate
confusion, insure for greater speed in completing the questionnaire,
and to allow for the presidents to offer comments to each total task
cluster.

The comments were noted and references made to them in the

study.
East task cluster was printed on an individual sheet of paper.
The number of tasks per cluster ranged from six to twenty-five with a
total of 152 tasks.

Two additional tasks were added to the questionnaire

by the first president interviewed and two tasks were revised, resulting

^Theodore R. Sarbin, "Role Theory," in Handbook of Social
Psychology, ed. Gardner Lindsey, 2 vols. (Reading, Massachusetts:
Addison Wesley Publishing Co., 1954), I, Part II, p. 227.
^The Center for Vocational Education, Ohio State University,
"Administrator Task Inventory," Columbus, Ohio, n.d. (Mimeographed.)

52
in four new tasks.
revisions.

All presidents responded to the additions and/or

Please see Appendix B for a sample questionnaire used in

this study and Appendix C for the four additional tasks.
clusters were identified as appropriate for this study.

Ten task
The task

clusters and number of tasks per cluster are listed in Appendix D.
The questionnaire included an importance scale, patterned after
a typical Likert Scale, whereby the presidents could indicate the
importance of each task by checking the most appropriate of five
responses.

In addition, the questionnaire was designed to allow the

presidents to indicate whether they actually performed the tasks listed.

The Twelve Open Questions
Following the completion of the questionnaire the researcher
read to each president a series of twelve questions, intended to
provide further insight into why or why not the presidents perform the
way they do.

The presidents responded verbally to the questions.

ended the interview.

This

Please see Appendix E for the twelve questions.

Kahn and Cannell indicate the advantages of the open question
technique (as applied by the researcher in this study):
The basic principle here is that the closed question tends to
be most successful when the interviewer's objective is to "classify"
the respondent, that is, to lead the respondent to express agreement
or disagreement with some stated point of view.
If the inter­
viewer's objective goes beyond the classification of the respondent
and includes the wish to learn something of the respondent's frame
of reference or the process by which he has arrived at a particular
point of view, an open question is likely to be more appropriate
than a single closed question or even a combination of closed
questions.3
Kahn and Cannell discuss further the applicability of the open

3

Kahn and Cannell, Interviewing, p. 132.

53
question:
The open question appears to be more appropriate when our
objective is not only to discover the respondent's attitude toward
some issue, but also to learn something about his level of informa­
tion, the structure or basis on which he has formed his opinion,
the frame of reference within which he answers the questions, and
the intensity of his feelings on the topic.4

Selection of the Stratified Sample
Classification of Institutions
The twenty-nine Michigan community colleges were divided into
three strata, according to their size, based upon full-year equated
students (FYES).

Classification by this method, is common practice in

Michigan, especially by the legislature, which bases its funding of
the community colleges on the FYES.

The breakdown 0-2000 FYES, 2001-

5000 FYES and 5001 and over FYES, was chosen because natural breaks in
FYES counts were located at these points and because three strata of
colleges with approximately the same number of colleges in each stratum
could be established.
The division of the colleges into three strata allowed for the
researcher to explore the differences among three strata, in preference
to exploring the differences between only two strata.

Further, the

three strata breakdown prevented the possible selection of six randomly
selected colleges of approximately the same number of students as would
be possible with a two strata breakdown.
stratum,

The third stratum, or middle

caused for a separation between the larger and the smaller

strata.
It was known that the number of colleges falling within each

4 Ibid., p. 135.

54
stratum differed; however, it was recognized that the research of a
disproportional stratified sampling maintains validity as long as an
equal number of cases are drawn from each stratum.

The number of

colleges and sample size within each stratum are illustrated in Table
3.1.

TABLE 3.1
STRATIFIED SAMPLE SUMMARY

Stratum

College Size in FYES

I

Number of Colleges

Sample Size

Under 2000

12

2

II

2001-5000

09

2

III

Over 5000

08

2

29

6

Total

A table of random numbers was used to select two community
colleges from each stratum.

Glass and Stanley indicate that "the best

method of achieving random sampling available to the practitioner of
statistics is use of a table of random numbers."^
These authors conclude:
One never knows whether the sample one has chosen is represen­
tative.
If it is a random sample, the most that can be said is that
it is randomly representative of the population in all respects.^

"*Gene Glass and Julian Stanley, Statistical Methods in Educa­
tion and Psychology (Englewood Cliffs, New Jersey:
Prentice-Hall,
Inc., 1970), p. 213.
6 Ibid., p. 242.

55
Panel of Experts
Following the initial development of the questionnaire, Dr.
Stephen Yelon, Assistant Director, Learning Evaluation Service,
Michigan State University, reviewed the questionnaire and suggested
some changes in the questionnaire design and in the wording of the
task statements.
Dr. Herbert Stoutenburg, a former Michigan community college
president, who was Assistant Secretary of the Michigan Community
College Association, and Dr. Philip Ward, President, Glen Oaks Community
College, reviewed the questions and suggested additions and deletions
to the task inventory.

The Interview
The two forms of inquiry used to collect information for this
study were a questionnaire and twelve open-ended questions administered
during an interview.
Kerlinger describes the interview as follows:
The interview is a face-to-face interpersonal role situation
in which one person, the interviewer, asks a person being inter­
viewed, the respondent, questions which are designed to obtain
answers pertinent to the purposes of the research p r o b l e m . ^
Maccoby and Maccoby list a number of additional reasons for
using the interview as a technique for gathering research data.

Five

reasons were given:
1. The interview technique for data gathering is more
personal.
2.

York:

The personal contact technique forces the interviewer to

Fred Kerlinger, Foundations of Behavioral Research
Holt, Rinehart and Winston, Inc., 1965), p. 269.

(New

56
concentrate on the questions being asked, establishing continuity
for the investigation.
3. The meaning of words or of questions tends to be eliminated
by an interview.
4. The interview allows for a more complete introduction and
explanation of the study being undertaken.
5. The interview facilitates the flow of precise data with a
minimum of recording errors.®
The interviewer conducted a standardized interview in which the
procedures for conducting each interview were similar and in which the
presidents responded to written questionnaires.

Maccoby and Maccoby

advance three arguments in support of the standardized interview:
1. This method incorporates a basic principle of measure­
ment:
that of making information comparable from case to case.
2.

This method is more reliable.

3.

This method minimizes error in question wording.

q

This researcher, and other researchers as well, feared the
possibility of the interview being biased by the researcher, causing
unreliable results.

The arguments set forth here by Maccoby and Maccoby

indicate that the standardized interview lessens opportunities for a
study to be affected by bias.

Kahn and Cannell address themselves to

bias in the interview:
In reviewing some of the research on bias and error in the
interview, we have considered the major sources of bias as
derived from three factors:
(1) background characteristics;
(2) psychological attributes; and (3) behavior in the interview
itself.
The results of such research do not add up to a complete
explanation of the dynamics of bias nor to a clear set of

g

Eleanor Maccoby and Nathan Maccoby, "The Interview:
A Tool
of Social Science," Handbook of Social Psychology (Cambridge:
Addison and Wesley Publishing Company, 1954), p. 483.
9
Ibid.

57
instructions for eliminating it.^*“*
To reduce the possibility of biasing the results of the
interviews,

the questionnaire and the twelve questions were pilot

tested previous to the interviews.

During the discussion of the

questionnaire directions with the respondents, the researcher
emphasized the importance of providing complete and accurate responses
rather than providing responses which would tend to make the research­
er's study "come out right" or which might result in repercussions for
them.

In addition, complete anonymity was assured to allay fear of

repercussions.

During the interview, the researcher refrained from

pressuring any president with suggestions that he "speed-up," be more
articulate or expressive, or that he continue to converse on a topic
when it was clear that he was ready to proceed to the next topic,
question, or phase of the interview.

Lastly,

the researcher requested

that the presidents allow him to use a tape recorder during the inter­
view in order that the researcher not lose valuable input or later
distort what was really said because of the failure to remember some
important details.
The directions and definitions, necessary for response to the
questionnaire, were discussed with the presidents prior to their
responses.
definitions.

Please see Appendix F for the questionnaire directions and
The questionnaire was administered with the understanding

that the president could choose to comment immediately on any task as
to why he did it, why he administered its execution or why he did not
do it, or he could comment at the end of some of the clusters.

The

•^Robert L. Kahn and Charles F. Cannell, The Dynamics of
Interviewing (New York:
John Wiley and Sons, Inc., 1957), p. 193.

58
clusters were administered one at a time and in the same order for all
presidents.

Please see Appendix B for a copy of the questionnaire

administered to all of the presidents interviewed.

Interview Schedule
The interviews were scheduled and conducted within the framework
of the following guidelines:
1.

Interviews were scheduled by telephone;

2.
The interviews were scheduled to take place within a two
week time period;

and

3. The interview length ranged between one and one-half hour
three h o u r s ; and

A .
A letter of appreciation was sent to the presidents
following the interviews.
Please see Appendix G.

Data Collection
The data were obtained during personal interviews of the
community college presidents.

A questionnaire and a tape recorder

were used to collect the written and the verbal responses.
The interviews for this study ranged from approximately one
and one-half to three hours in length.

Each interview began with the

interviewer giving an overview of his goals and stating the role of
the responding president in the accomplishment of the study.

The ten

task clusters were described as the areas into which all of the tasks
were divided.

Tabulation and Comparison of Data
The tape recorded comments of each community college president
were transcribed.

Frequency charts were

constructed to illustrate

the

presidents' performance of each task as noted from the questionnaires.

59
Tables were developed to display the presidents'

task performance.

The researcher described the results of both the questionnaires and
the typed comments, noting differences and similarities in task
performance within clusters and between clusters and inserting the
presidents' verbal comments throughout the description, where per­
tinent,

in order to provide insight into why the president does what

he does.
The mean score of each task and the composite mean for the
tasks within each cluster, were calculated.

The tasks and clusters

were ranked according to their mean to aid in determining the general
overall importance of the tasks and clusters.
To determine how the tasks varied as a function of the different
structural characteristics only those tasks which were, or which were
not, performed by both presidents, within a given group, were considered
for comparison with the other groups.

The two presidents in each group

checking either "I Do It" or "I Administer It" were, in this case,
considered as a president performing the task.
The six presidents who agreed to the interview were assured
anonymity from the outset, initially to obtain their cooperation and
later to encourage openness, accuracy and a stress-free setting.

CHAPTER IV

TASK PERFORMANCE/TASK IMPORTANCE

Introduction
This chapter contains a report on those tasks which were
performed by the presidents themselves, those which they executed
through others and those they did not do.

Also, there is informa­

tion on how the presidents' perceived importance of the tasks
performed varied according to five selected structural differences
of the colleges:
1.

The number

of full-year equated students (FYES);

2.

The number

of full-time administrators;

3.

The number

of total faculty;

4.

The length

of the presidents'

5.

term in office; and

The duration of the collective bargaining agreement.

Task performance was reported according to the number of
presidents who performed the various tasks:

those tasks performed

by all six presidents; those tasks performed by five presidents;
those tasks performed by four presidents; etc.
clusters were discussed.

The tasks and the

Detailed data for the rank of tasks per

cluster, according to perceived importance of task performance have
been placed in the appendices.

The importance of task performance

according to the various structural differences was reported in

60

61

tabular form in Appendices Jl, J2, J3, and J4 .
To indicate how the presidents' perceived importance of the
tasks varied with select structural differences the researcher describ­
ed the perceived importance of tasks according to each individual
structural difference noted above.

Data to achieve the descriptions

were extracted from Appendices HI, H2, H3, Jl, J2, and J3.
During the interview the researcher, to enhance the findings,
explored with the college presidents why or why not they chose to do
specific tasks.

The answers were often unexpected because the

responses differed from those forwarded by the Panel of Experts.
Also, the replies varied among the participating presidents.

Task Performance by Select Presidents
Tasks Performed or Administered by All Six Presidents
There were

156 tasks included on the questionnaire.

None of

these was performed directly by all six presidents, and all six
presidents did not administer the accomplishment of any one of the
tasks.

However,

twenty-seven tasks were carried out by a mixture of

both direct performance and administration by all six presidents.
Those twenty-seven tasks performed and/or administered by six presi­
dents are listed in Table 4.1.
Fourteen of the twenty-seven tasks were accomplished by five
of the six presidents with one president administering the performance.
Further analysis of the questionnaire disclosed that the same president
was the exception in each case.

That president was identified as being

from the largest college, based on FYES, total number of administrators
and total number of faculty.

One of his comments was significant:

62
TABLE 4.1
THE TWENTY-SEVEN TASKS PERFORMED OR ADMINISTERED
BY SIX PRESIDENTS WITHIN EACH CLUSTER

Task

Recommend financial policies

Clus­
ter
No.

3

I
Do
It

5

Recommend program policies to the
administration and board

4

5

Evaluate administrator performance

5

5

Approve administrator leaves, vacations
and sabbaticals

5

5

Guide the administrators on legal matters
which affect college programs

5

5

Develop and maintain professional relation­
ships with other college presidents

8

5

Develop and maintain professional relation­
ships with state department of education
personnel

8

5

Develop and maintain professional relation­
ships with administrators

8

5

Participate in professional organizations

8

5

Develop policy and commendation statements

8

5

Participate in community organizations

9

5

Participate in public presentations on
college programs and activities

9

5

Evaluate informal feedback about the college

9

5

Participate in meetings for district
superintendents

9

5

Develop agenda for board meetings

4

4

Coordinate implementation of board and
administrative policies

4

4

I Ad­
minister
It

63
TABLE 4 . 1-Continued

Task

Clus­
ter
No.

I
Do
It

I Ad­
minister
It

Coordinate the development of long-range
college goals

4

4

2

Coordinate the revision of annual college
goals

4

4

2

Write official administrator evaluations

4

4

2

Conduct staff meetings

5

4

2

Approve and submit renovation and
alteration plans to the board

6

4

2

Approve cooperative agreements with
other agencies

9

4

2

Guide bond issues

3

3

3

Develop long-range budgets based on
total program requirements

3

3

3

Evaluate the public relations program

9

3

3

Coordinate bond issues

3

2

4

Coordinate obtainment of local, state and
federal services and resources for
program development

4

2

4

I happen to see my job from the standpoint that— I delegate;
however, I find a way to monitor, but I don't need to spend a lot
of time monitoring.
I get a feel for what's going on through
meeting once a month or so.
A president has to be able to observe
what's going on.
The twenty-seven tasks were scattered within six of the ten
clusters established for the 156 tasks.

The names of the clusters and

total number of tasks in each cluster may be found in Table 4.2.

Seven

of the twenty-seven tasks were in the cluster named "Institutional
Program Planning Development and Evaluation;" six were in the cluster

64
TABLE 4.2
CLUSTER IDENTIFICATION AND NUMBER
OF TASKS PER CLUSTER

Cluster
Number

N o . of
Tasks/
Cluster

Cluster Name

1

Instructional Management

2

Student Services Management

3

Business and Financial Management

18

4

Institutional Program Planning Development
and Evaluation

25

5

Personnel Management

18

6

Facilities and Equipment Management

19

7

Staff Development

8

Professional Relations and Self Development

13

9

School and Community Relations

25

10

14
9

8

Collective Bargaining

6

named "School and Community Relations;" and five were in the cluster
named "Professional Relations and Self Development."

Those three

clusters contained a total of eighteen out of the twenty-seven tasks.
The other nine tasks were found in three clusters as follows:
"Business and Financial Management"

4 tasks

"Personnel Management"

4 tasks

"Facilities and Equipment Management"

1 task

Tasks Performed or Administered by Five Presidents
The thirty-four tasks performed and/or administered by five
of the six presidents are listed in Table 4.3.

Three of the tasks

65
TABLE 4.3
THE TASKS WITHIN EACH CLUSTER PERFORMED OR
ADMINISTERED BY FIVE PRESIDENTS

Task

Cluster
No.

I
Do
It

Recruit and interview potential administrators

5

5

Approve administrator work loads

5

5

Participate, upon request, in doctoral
studies and other surveys

9

5*

Approve requests to state or federal author­
ities for vocational education funds

1

Oversee the activities of the Dean of
Student Services

2

4

Guide millage issues

3

4

Oversee the activity of the business manager

3

4

Write official support-staff evaluations

4

4

Analyze staffing requirements

5

4

Guide staff regarding professional
development needs

7

Develop and maintain relationships with
personnel in professional organizations

7

4

Conduct informational programs for the public

9

4

Participate on radio/television programs

9

4

Develop collective bargaining strategy with
the board

I Administer
It

10

Guide the activities of the Dean(s) for
Instruction

1

3

2

Coordinate millage issues

3

3

2

Locate sources of funds for program
development and operation

3

66

TABLE 4.3-Continued

Task

Cluster
No.

I
Do
It

I Administer
It

Develop and regulate capital improvement
budgets

3

3

2

Coordinate development of board agenda

4

3

2

Prepare and recommend personnel policies

5

3

2

Approve job descriptions

5

3

2

Recommend employment of administrators and
faculty to board

5

3

2

Develop long-range facilities and equipment
plans

6

3

2

Direct architectural planning

6

3

2

Recommend acceptance of new building

6

3

2

Develop and maintain professional
relationships with the faculty

8

3

2

Coordinate management by objectives with
personnel work assignments

8

3

2

Coordinate a plan for promoting good public
relations

9

3

2

Develop and recommend public relations and
communications policies

9

3

2

10

3

2

Coordinate an on-going college evaluation
scheme

4

2

3

Develop staff selection and recruitment
procedures

5

2

3

Direct self-appraisal for regional
accreditation

4

1

Oversee other administrators in response
to grievances at step 1 and 2

4

67
TABLE 4.3-Continued

Task

Clus­
ter
No.

Guide institutional program planning
consistent with pertinent legislation
and manpower data

4

I
Do
It

I Ad­
minister
It

1

4

*The president of one community college, although normally
delegating this task, did personally participate in this study.

were performed directly by five presidents and the rest were accom­
plished by a combination of performance and/or administration.
These five presidents performed and/or administered seven
tasks from cluster five, "Personnel Management;" five tasks each from
cluster three, "Business and Financial Management;" cluster four,
"Institutional Program Planning Development and Evaluation;" and
cluster nine, "School and Community Relations;" and three tasks from
cluster six, "Facilities and Equipment Management."

Tasks Performed or Administered by Four Presidents
The fifteen tasks performed and/or administered by four
presidents are listed in Table 4.4
Five of the fifteen tasks were performed directly by four
presidents, and three tasks were administered by all four presidents.
The remainder were accomplished by a combination of performance and/or
administration.

These four presidents performed and/or administered

the four tasks each from cluster five, "Personnel Management" and
cluster nine, "School and Community Relations."

Three tasks were

performed and/or administered from cluster ten, "Collective Bargaining."

68

TABLE 4.4
THE TASKS WITHIN EACH CLUSTER PERFORMED OR
ADMINISTERED BY FOUR PRESIDENTS

Cluster
No.

Task

I
Do
It

I Administer
It

Write job descriptions

5

4

-

Conduct orientation programs for
administrators

9

4

-

Participate as back-up team member during
collective bargaining

10

4

-

Develop collective bargaining parameters
with board

10

4

-

Prepare responses to grievance at step 3
(Presidents level)

10

4

-

Analyze the need for physical activities

6

3

1

Participate in local millage

9

3

1

Guide program development and improvement
consistent with pertinent institutional
research results

4

2

2

Coordinate communication schemes designed
to keep staff informed

5

2

2

Coordinate workshops and other in-service
programs for professional personnel

7

1

3

Coordinate informational programs for the
public, e.g., open house, career
awareness, etc.

9

1

3

Prepare cooperative agreements with other
agencies

9

1

3

issues

Prepare and coordinate program budgets

3

-

4

Analyze and apply affirmative action laws
and regulations

5

-

4

Analyze and apply labor laws and regulations

5

-

4

69
Only one task was performed by all four presidents from clusters
three, four, six and seven.

Tasks Performed or Administered by Three Presidents
The twenty-two tasks performed and/or administered by three
presidents are listed in Table 4.5.
Two of the twenty-two tasks performed and/or administered by
three presidents were performed directly by three presidents and
eight tasks were administered by all three presidents.

The remaining

tasks were accomplished by a combination of performance and/or
administration.
The three presidents performed and/or administered five
tasks from cluster four, "Institutional Program Planning Development
and Evaluation;" and four tasks from cluster six, "Facilities and
Equipment Management."

The remaining thirteen tasks were from

clusters one (2), three (3), five (3), seven (1), eight (2) and
nine (2).

Tasks Performed or Administered by Two Presidents
The eighteen tasks performed and/or administered by two
presidents are listed in Table 4.6.
Three of the eighteen tasks performed and/or administered by
two presidents, were performed by the two presidents,

ten tasks were

administered and the remaining five tasks were accomplished by a
combination of direct performance and administration with one doing
it and one administering it.
The two presidents performed and/or administered four tasks
in cluster two, "Student Services Management" and four tasks in cluster

70
TABLE 4.5
THE TASKS WITHIN EACH CLUSTER PERFORMED OR
ADMINISTERED BY THREE PRESIDENTS

Cluster
No.

I
Do
It

Participate in the development of state and/or
federal plans for vocational education

8

3

Participate in the development of vocational
education legislation

8

3

Approve establishment of instructional
program entry (prerequisites) and
completion requirements

1

2

Analyze the cost of operating various
instructional programs

3

2

Approve instructional program goals

4

2

Recruit and interview potential faculty

5

2

Recommend the selection of an architect

6

2

Conduct recognition programs for students,
staff and community supporters

9

2

Guide the integration and articulation of
vocational programs with the total
educational programs

1

Direct institutional research studies

4

1

2

Recommend building sites

6

1

2

Develop emergency plans for fire and
disasters

6

1

2

Evaluate staff development programs

7

1

2

Conduct public hearings and meetings on
college issues

9

1

2

Coordinate the investment of surplus funds

3

-

3

Prepare local,

3

-

3

4

-

3

Task

state and federal reports

Approve student services program goals

1

I Administer
It

2

71
TABLE 4.5-Continued

I
Do
It

Task

Clus­
ter
No.

Coordinate plans for evaluating student
services

4

—

3

Prepare proposals for funding new programs
and improving existing programs

4

-

3

Prepare and maintain a personnel handbook

5

-

3

Oversee the application of licensing and
certification regulations

5

-

3

Conduct land and facility feasibility
studies

6

-

3

nine, "School and Community Relations."

•

I Ad­
minister
It

Three tasks were accomplished

by the two presidents from cluster four, "Institutional Program Plan­
ning Development and Evaluation."

Tasks Performed or Administered by One President
The sixteen tasks performed or administered by one president
are listed in Table 4.7.
Of the sixteen tasks performed and/or administered by one
president five tasks were performed and eleven administered.

The

presidents performed and/or administered three tasks in cluster one,
"Instructional Management;" cluster four "Institutional Program
Planning Development and Evaluation;" and cluster six, "Facilities
and Equipment Management."

No tasks were performed by one president

from cluster two, "Student Services Management;" cluster five,
"Personnel Management;" and cluster ten, "Collective Bargaining.”

72
TABLE 4.6
THE TASKS WITHIN EACH CLUSTER PERFORMED OR
ADMINISTERED BY TWO PRESIDENTS

Task

Clus­
ter
No.

I
Do
It

I Ad­
minister
It

Approve student loans and grant programs

2

2

-

Approve selection of student service
equipment/supplies

2

2

-

Approve selection of business office
equipment/supplies

3

2

-

Develop requests to state or federal author­
ities for vocational education funds

1

1

1

Approve addition and deletion of courses

4

1

1

Oversee the construction of facilities

6

1

1

Oversee in-service programs for support
personnel

7

1

1

Write articles and materials for journals
and other professional media

8

1

1

Coordinate student recruitment activities

2

-

2

Coordinate the establishment of student rules and
policies such as attendance and discipline
2

-

2

Coordinate implementation of board and
administrative policies

4

-

2

Coordinate instructional program goals

4

-

2

Direct review of safety programs

6

-

2

Oversee preservice programs for administrators

7

-

2

Write news releases for college and area media

9

-

2

Conduct orientation programs for faculty

9

-

2

Conduct orientation programs for faculty

9

-

2

Conduct alumni relations program

9

-

2

73
TABLE A. 7
THE TASKS WITHIN EACH CLUSTER PERFORMED OR
ADMINISTERED BY ONE PRESIDENT

Task

Clus­
ter
No.

I
Do
It

I Ad­
minister
It

Teach class(es)

1

1

-

Write institutional research studies

A

1

-

Develop a staff learning resources center

7

1

-

Develop and implement administrator and/or
faculty appraisal of president

8

1

-

Develop and coordinate the activities of a
community advisory council

9

1

-

Guide the establishment of lay advisory
committees to identify new vocational/
technical programs and course needs

1

Develop lay advisory committees to identify
new vocational/technical programs and
course needs

1

.

1

Oversee the implementation of an appropriate
financial accounting system

3

-

1

Develop and maintain a petty cash fund

3

-

1

Coordinate plans for evaluating instructional
programs

A

-

1

Coordinate the selection of instruments for
evaluating the instructional programs

A

-

1

Analyze building and equipment contract bids

6

-

1

Develop and oversee a security program

6

-

1

Schedule community's use of facilities

6

-

1

Coordinate staff exchanges with business
and industry

7

-

1

Write script for local radio/television
programs

9

1

1

74
Tasks Neither Performed Nor Administered by Responding Presidents
The twenty-four tasks, of the 156 total, that were neither
performed nor administered by any of the six presidents are listed
in Table 4.8.
Of the twenty-four tasks not performed and/or administered by
any president, clusters one and six, "Instructional Management," and
"Facilities and Equipment Management," had five tasks each and cluster
two, "Student Services Management" had four tasks.

The ten remaining

tasks were spread among seven clusters with anywhere from zero to two
tasks per cluster.

Task Performance and Structural Differences
Five measures of structural differences were used in this
study.

The task performancy by presidents according to full-year

equated students, full-time administrators, total faculty,

length of

president's term in office and the duration of the collective
bargaining agreement is indicated in Tables 4.9, 4.10, 4.11, and
4.12.

Pertinent observations regarding the data are noted.

FYES
The number of tasks that were performed or administered by
the college presidents according to FYES are listed in Table 4.9.
The presidents of institutions with the largest FYES performed
or administered a significantly fewer number of tasks (41) than the
other presidents

(64)

(82).

Further, both presidents in the "5001 and

Over" stratum performed significantly fewer tasks (18) than did both
presidents in the other two strata (/) (1).

75
TABLE <4.8
THE "I DO NOT DO IT" TASKS WITHIN EACH CLUSTER

Task

Cluster
Number

Approve the master schedule of course
offerings

1

Coordinate the development of a master
schedule of course offerings

1

Approve purchase orders for instructional
equipment

1

Approve purchase orders for instructions
materials

1

Number of
Presidents Not
Performing Tasks

Guide teaching staff in selecting and using
effective instructional strategies,
e.g., individualized instruction
1

6

Coordinate school admission services

2

6

Coordinate student job placement and
follow-up services

2

Coordinate extracurricular organizations
and activities

2

6

Coordinate work-study programs

2

6

Coordinate purchasing and payment
procedures

3

6

Approve work orders

3

6

Write student services program goals

4

6

Write official teacher classroom
evaluations

4

Oversee the daily maintenance and upkeep
of grounds
Oversee the daily maintenance and upkeep
of facilities
Oversee college cafeteria services

6

6

76
TABLE 4.8-Continued

Number of
Presidents Not
Performing Tasks

Cluster
Number

Task

Coordinate equipment inventories

6

6

Locate vending services

6

6

Oversee preservice programs for faculty

7

6

Participate in the sabbitical program for
professional personnel

8

6

Develop and coordinate the activities of
the vocational advisory committees

9

6

Conduct orientation programs for students

9

6

Participate as chief negotiator during
collective bargaining

10

6

Participate at the table as negotiator
during collective bargaining

10

6

TABLE A.9
TASK PERFORMANCE BY PRESIDENTS AND NUMBER
OF FULL-YEAR EQUATED STUDENTS (FYES)

Task Performance

0- 2000

FYES
2001- 5000

5001 and Over

All presidents perform task

64

82

41

One president does not perform task

24

12

36

Two presidents do not perform tasks

7

1

18

77
Full-Time Administrators
The number of tasks that were performed or administered by the
college presidents, as analyzed according to full-time administrators,
are noted in Table 4.10.
It is noted that the number of tasks performed varied little
between the president with the largest number of full-time adminis­
trators (48) and the smallest number of full-time administrators (56).
However,

they did vary between the president with the medium number

of full-time administrators (79) and the other two strata of presidents
(56)

(48).

TABLE 4.10
TASK PERFORMANCE BY PRESIDENTS AND NUMBER
OF FULL-TIME ADMINISTRATORS

Task Performance

Full-Time Administrators
51 and Over
0-25
26-50

All presidents perform task

56

79

48

One president does not perform task

24

9

43

Two presidents do not perform task

12

4

1

92

92

92

Total

Total Faculty
The number of tasks that were performed or administered by
the college presidents as analyzed according to the total faculty
are illustrated in Table 4.11.

78
TABLE 4.11
TASK PERFORMANCE BY PRESIDENTS AND
NUMBER OF TOTAL FACULTY

Task Performance

0-225

Total Faculty
226-500
501 and Over

All presidents perform task

56

104

41

One president does not perform task

32

4

47

Two presidents do not perform task

20

0

20

108

108

108

Total

It is noted that task performance varied greatly between the
presidents with "500 and Over" (41) faculty and the other two strata
(56)

(104).

The number of tasks performed and/or administered also

varied greatly between the "226-500" stratum (104) and the other two
strata (56)

(41).

This later difference, although important, is less

important when considering that only one president occupies the "226500" stratum of faculty.
4.11 further substantiates

It should be noted, however, that Table
the discovery

that the presidents from

the colleges with the larger number of total faculty did fewer tasks
(41) than those presidents

in categories with fewer faculty

Length of Presidents'

in Office

Term

(56)

(104).

The number of tasks that were performed or administered by the
college presidents as analyzed according to the length of the presidents'
term in office are noted in Table 4.12.
It is noted that the number of tasks performed varied little
between the presidents with "8 and Over" (42) years in office and the

79
TABLE A . 12
TASK PERFORMANCE BY LENGTH OF
PRESIDENTS' TERM IN OFFICE

Task Performance

Length of Presidents' Term in Office
0-2
3-7
8 and Over

All presidents perform task

-

51

A2

One president does not perform task

-

12

20

Two presidents do not perform task

-

2

3

65

65

Total

presidents with "3-7" (51) years in office.

It was also indicated

earlier in this study that those who had served as president for a
longer period of time, delegated more tasks to others and simply did
not perform or administer them.

Duration of Collective Bargaining Agreement
The researcher was unable to analyze how the tasks varied
with the duration of the collective bargaining agreement's length.
At the time of data collection, two of the six colleges were still
engaged in the collective bargaining process for the 1977-78 college
year.

Both colleges had been negotiating well over a year, and had

been without a collective bargaining agreement during the 1977-78
college year.

The presidents were pessimistic about a settlement in

the near future.
ments.

Both colleges had functioned under two-year agree­

Therefore, because these two colleges were without collective

bargaining agreements, it was not possible to classify the presidents.
The researcher found that none of the presidents had served

80
either as chief negotiator during collective bargaining or had
participated at the table as negotiator during collective bargaining.
The presidents' commentary on this cluster of tasks was emphatic.
Chapter V, Question 9:
Agreement,

See

Task Performance and the Collective Bargaining

for the commentary of the presidents relating to collective

bargaining during the administration of the twelve open questions.
Much of the commentary, by the presidents throughout the
study, referred to the divisiveness of collective bargaining.

They

indicated that controversy of that nature was not good for the
president's image.

Task Importance and Structural Differences
To indicate how the importance of task performance varied with
the four select college structural characteristics the extreme limits
of the various strata were determined and then each college was
classified accordingly.

The number of presidents falling within each

stratum according to each of the four college structural differences
is provided in Table A . 13.
As noted in Table A. 13, the number of presidents per strata
varied with the different structural differences ranging from zero
presidents per strata to four presidents per strata.

Although the

colleges were divided, according to common practice in the State of
Michigan, by FYES (0-2000, 2001-5000 and 5001 and Over), they were
divided according to the greatest natural breaks in numbers for the
remaining three differences.

This resulted in the variance in number

of presidents per stratum.
The respondents were asked to indicate how important it was
to the role of president that the president perform the tasks.

The

81
TABLE 4.13
CLASSIFICATION OF SIX PRESIDENTS ACCORDING TO
EACH OF THE COLLEGE STRUCTURAL CHARACTERISTICS

Structural Characteristic

N o . of
Strata

No. of Presidents Per Strata
Larger3
Smaller3
Medium b

Number of full-year equated
students

3

2

2

2

Number of full-time
administrators

3

3

2

1

Number of total faculty

3

3

1

2

Tenure of president's term
in office

2

0

4

2

Legend:

a = Presidents with the fewest number of FYES, full­
time administrators, total faculty and years in
office.
b = Presidents with the medium number of FYES, full­
time administrators, total faculty and years in
off ic e .
c = Presidents with the most number of FYES, full­
time administrators, total faculty and years in
office.

researcher applied a Likert Scale to measure the intensity of the
respondents opinions as follows:
Major importance

= 5

Important

= 4

Importance undecided = 3
Little importance

= 2

No importance

= 1

The researcher computed a mean score for all six presidents, for each
task, according to the following formula:

82
MI(f) + 1(f) + U(f) + L I (f) + NI(f)

6
Where:

M I = 5 ; 1=4; U=3; LI=2; and NI=1

The tasks were ranked in task mean score order within each
cluster.

For each structural difference analyzed,

the researcher

deleted those tasks from further study which were not performed and/
or administered by all of the presidents within at least one of the
strata.

A composite strata mean score of the recorded (remaining)

task mean scores was calculated.
To determine whether the perceived importance of task perform­
ance varied between the strata of presidents within each structural
characteristic the researcher compared the similarities and/or
differences in the composite mean scores of the tasks between the three
strata and the differences and/or similarities in individual mean
scores of the tasks between the three strata.

Importance of Task Performance According to Full-Year Equated Students
To determine the importance of task performance according to
full-year equated students (FYES), the presidents were divided into
three strata of two presidents each, representing colleges with
enrollments of:

"0-2000," "2001-5000" and "5001 and Over" respectively.

Ninety-five tasks were identified by selecting, from the total
task list of 156 tasks,

those tasks which were performed or administered

by both presidents in any of the three strata, i.e., if a task was
performed or administered by the two presidents in the 0-2000 FYES
strata the task was recorded for further analysis.

If at least one of

the presidents in a stratum did not perform or administer the task,
the task mean score was not recorded for that stratum.

83
The data indicating the perceived importance of task per­
formance according to FYES was presented in Appendix Jl.

The

composite task mean scores for the three strata were 3.34, 3.89 and
2.04 for the small, medium and large size colleges respectively.
Noting the differences in the composite mean scores, it was concluded
that there was a great difference in perceived importance of task
performance between those presidents with FYES over 5000 and those
presidents with FYES under 5000.

However,

there was little difference

between the perceived importance of task performance between the
presidents with 0-2000 FYES and 2001-5000 FYES.
The perceived importance of the task performance of the
ninety-five tasks was further illustrated by noting the similarities
and differences in the mean scores of the tasks between strata.

The

following similarities and differences were noted:
1.

Of the twenty-seven tasks performed by all presidents,

ten tasks had no mean score differences and seventeen tasks did
have differences.
NOTE:

The following statements are also noted and are exclusive

of the twenty-seven tasks performed by all of the presidents:
2.

Of the eleven tasks mutually performed by the presidents

in the "5001 and Over" and the "2001-5000" strata, there were
differences in the mean scores of six tasks and no differences in
six tasks.
3.

One task was mutually performed by the presidents in the

"5001 and Over" and the "0-2000" strata and there was a difference
in the mean score.
4.

Of the twenty-five tasks mutually performed by the

84
presidents in the "2001-5000" and the "0-2000" strata, there were
differences in the mean scores of seventeen tasks and no differences
in eight tasks.
5.

Thirty of the ninety-five tasks were performed by both

presidents in one stratum only with the presidents in the "20015000" stratum performing the most (18) and the "5001 and Over"
the least ( 1).

Importance of Task Performance According to the Number of Full-Time
Administrators
To determine the importance of task performance according to
the number of full-time administrators,

the six presidents were divided

into three strata by separating the presidents at the two greatest
natural breaks in the number of full-time administrators employed by
the six community colleges.
Ninety-two tasks were identified by selecting, from the total
task list of 156 tasks, those tasks which were performed or adminis­
tered by all presidents in any of the three strata, i.e., if a task
was performed or administered by the president in the "51-0ver"
stratum (there was only one president in this group)
recorded for further analysis.

the task was

If at least one of the presidents in

a stratum did not perform or administer the task, the task mean score
was not recorded for that stratum.
The data indicating the perceived importance of task perform­
ance according to full-time administrators is presented in Appendix
J2.

The composite task mean scores for the strata were 2.84,

3.95 and

2.42 for the small, medium and large number of administrators respec­
tively.

Noting the small difference in the composite task mean scores,

85
between the presidents with the greatest number of full-time adminis­
trators (2.42) and the presidents with the lowest number of full-time
administrators (2.84) it was concluded that the perceived importance
of the tasks between these strata varied little according to full-time
administrators.

The perceived importance between the presidents with

a medium number of administrators (3.95) and the other two strata
(2.84)

(2.42), varied greatly.
The perceived importance of the task performance of the ninety-

two tasks was further illustrated by noting the similarities and
differences in the mean scores of the tasks between strata.

The

following similarities and differences were noted:
1.

Of the twenty-seven tasks performed by all presidents

ten had no mean score differences and seventeen tasks did have
differences.
NOT E :

The following statements are also noted and

twenty-seven tasks performed by
2.

exclusive of

all of the presidents:

Of the fifteen tasks mutually performed by the presidents

in the "51-Over" and the "26-50" strata, there were differences
in the
3.

mean scores of six tasks and no differences

in nine tasks.

There was only one task mutually performed by the presidents

in the "51-0ver" and the "0-25" strata and there was no difference
in the mean score.
4.

Of the twenty-one tasks mutually performed by the presidents

in the "26-50" and the "0-25" strata,

there were differences in the

mean scores of fifteen tasks and no differences in six tasks.
5.

Twenty-eight of the ninety-two tasks were performed by the

presidents in one stratum only with the presidents in the "26-50"

86
stratum performing the most (16) and the "51-Over" the least
(5).

Importance of Task Performance According to the Number of Total Faculty
To aid in determining the perceived importance of task per­
formance according to the number of total faculty, the six presidents
were divided into three strata by separating the presidents at the two
greatest natural breaks in the number of total faculty employed by
the six community colleges.
One hundred-eight tasks were identified by selecting,
total list of 156 tasks,

from the

those tasks which were performed or adminis­

tered by all presidents in any one of the three strata,

i.e., if

a task was performed or administered by all of the presidents in the
"0-225" stratum (there were three presidents in this stratum) the
task was recorded for further analysis.

If at least one of the

presidents in a group did not perform or administer the task,

the

task mean score was not recorded for that stratum.
The data indicating the perceived importance of task perform­
ance according to total faculty is presented in Appendix J3.

The

composite task mean scores for the strata were 2.47, 4.47 and 1.81
for the small, medium and large number of total faculty respectively.
Noting the small difference in the composite task mean scores between
the presidents with the largest number of total faculty (1.81) and
the presidents with the fewest number of total faculty (2.47), it was
concluded that the perceived importance of the tasks between these
strata of presidents varied little according to total faculty.
The "226-500" stratum composite mean task score (4.47) was significant­
ly different from the largest (1.81) and the smallest (2.47) strata

87
task mean scores.
The perceived importance of the task performance of the one
hundred-eight tasks was further illustrated by noting the similar­
ities and differences in the mean scores of the tasks between strata.
The following similarities and differences were noted:
1.

Of the twenty-seven tasks performed by all presidents

ten had no mean score difference and seventeen tasks did have
differences.
NOTE:

The following statements are also noted and are exclusive

of the twenty-seven tasks performed by all of the presidents:
2.

There were no tasks performed mutually by the presidents

in both the M501-0ver" and the "0-225" strata.
3.

Of the twenty-five tasks mutually performed by the

presidents in the "226-500" and the "0-225" strata, there were
differences in the mean scores of eighteen tasks and no differ­
ences in seven tasks.
4.

Forty-two of the one hundred-eight tasks were performed

by the presidents in one stratum only with the president in the
"226-500" stratum performing the most (38) and the "501-0ver"
the least (0) .

Importance of Task Performance According to the Length of the
Presidents' Term in Office
To aid in determining the importance of task performance
according to the length of the presidents'

term in office with their

current employer, three categories were established:

"0-2 yrs.,"

intended to contain those presidents of short duration or probationary
status; "3-7 yrs.," intended to contain the presidents who had passed

88
through probation and were working toward attainment of the average
Michigan community college presidents’ term in office of 6.8 years;
and those presidents with ”8~0ver" years experience in the office of
president.

No presidents fell into the "0-2" year category.

Four

of them were clustered between five and six years and two of them had
ten or more years experience.

Consequently,

occupying the "0-2" years stratum,

there were no presidents

four presidents in the "3-7" year

stratum and two presidents in the "8-Over" stratum.
Sixty-five tasks were identified by selecting, from the total
list of 156 tasks,

those tasks which were performed or administered

by all presidents in any one of the three strata, i.e., if a task was
performed or administered by all of the presidents in the "3-7" stratum
(there were four presidents in this stratum) the task was recorded for
further analysis.

If at least one of the presidents in a stratum did

not perform or administer the task, the task mean score was not
recorded for that stratum.
The data indicating the perceived importance of the task
performance according to the length of the presidents'
is presented in Appendix J4.

term in office

The composite mean task scores for the

strata were 3.77 and 3.00 for the "3-7" year stratum and the "8-0ver"
stratum respectively.
The perceived importance of the task performance of the sixtyfive tasks were further illustrated by noting the similarities and
differences between the mean scores of the tasks between strata.

The

following similarities and differences were noted:
1.

Of the twenty-seven tasks performed by all presidents,

which represented strata "3-7" and "8-Over",

thirteen had no mean

89
score differences and fourteen tasks did have differences.
2.

Thirty-eight tasks were performed by the presidents in

only one stratum.

Twenty-four were performed by the presidents

from the "3-7" stratum and fourteen were performed by the "8-Over"
stratum.

Importance of Task Performance According to the Length of the Collective
Bargaining Agreement
This structural characteristic could not be properly analyzed
because of the impossibility of collecting adequate data.

Two of the

colleges were engaged in collective bargaining for the 1977-78 college
year with no anticipation for a settlement in the near future.
should be noted, however,

that the presidents'

It

commentary regarding

the importance of the duration of the collective bargaining agreement
may be found in Chapter V, Question 9:

Task Performance and the

Collective Bargaining Agreement.

Summary
Task Performance
1.

There were no tasks either performed directly by all six

presidents or administered by all six presidents.
2.

There were twenty-seven tasks of the 156 total,

that were

accomplished by the presidents through direct performance or
administration.
3.

Thirty-four tasks were performed or administered by five

presidents,

fourteen tasks were performed and/or administered by

four presidents, twenty-two tasks were performed or administered
by three presidents, eighteen tasks were performed or administered
by two presidents, sixteen tasks were performed or administered by

90
one president, and twenty-four tasks were neither performed nor
administered by any of the six presidents.

Task Performance and Structural Differences
1.

Based upon the strata divisions using natural breaks,

Table 4.13, the number of tasks performed by the president decreas­
ed as the number of FYES, full-time administrators and total
faculty increased.
2.

See Table 4.14.

One president from the "5001-Over" stratum (FYES), and the

"8-Over" stratum (Length of Presidents' Term in Office), performed
only one task himself while another president from the "0-2000"
stratum (FYES) and the "3-7" stratum (Length of Presidents' Term
in Office), administered only two tasks.
3.

The presidents from the two largest colleges, with size

based upon FYES, full-time administrators and total faculty,
directly performed the least number of tasks; the presidents from
the two middle-sized colleges, using the same basis for size,
performed more tasks; and the presidents from the two smallest
colleges, using the same basis for size, performed the most tasks
and administered the least tasks.
4.

When considering FYES as a structural difference the

fewest tasks (41) were mutually performed between those presidents
from the "5001-Over" stratum.
5.

See Table Jl.

When considering FYES as a structural difference the most

tasks (82) were mutually performed between those presidents from
the "2001-5000" stratum (Presidents A1 and S2), performed and/or
administered fewer tasks than those presidents from the other
strata.

See Table 4.14.

91
TABLE A . 14
PERFORMANCE AND ADMINISTRATION OF TASKS
ACCORDING TO STRUCTURAL DIFFERENCES

Presidents
Performance

Alb

A2

B1

B2

Cl

I Do It

47

I Do It

44

I Admin­
ister It

40

I Do It

60

I Admin­
ister It

44

I Do It

51

I Admin­
ister It

54

I Do It

70

2

I Do It

75

I Admin­
ister It

74

LEGEND:

Totals

1

I Admin­
ister It

I Admin­
ister It
C2

<Administered

Rank According to Structural
Differences
No. of
Full-Time
No. of
Term
AdminisTotal
in
FYES3 trators
Faculty
Office

1

1

1

1

2

3

2

6

3

2

3

4

4

4

'4

5

5

5

4

6

6

6

4

48

88

104
'

2

105

72

99

a = Full-Year Equated Students
b = Symbol identifying president but maintaining anonymity

92
6.

When considering the number of Full-Time Administrators

as a structural difference the fewest tasks (48) were mutually
performed between those presidents from the "51-Over" stratum.
See Table J2.
7.

When considering the number of Full-Time Administrators

as a structural difference the most tasks (79) were mutually
performed between those presidents from the "26-50" stratum.
See Table J2.
8.

When considering the number of Total Faculty as a

structural difference the fewest tasks (41) were mutually
performed between those presidents from the "501-Over" stratum.
See Table J3.
9.

When considering the number of Total Faculty as a

structural difference the most tasks (104) were mutually performed
between those presidents from the "226-500" stratum.
10.

See Table J3.

When considering the Length of Term in Office as a

structural difference those presidents, who had filled the office
of president longest, delegated more than their colleagues with
less time in the office of the presidency.

Task Importance and Structural Differences
1.

Some presidents scored the importance of the task high,

even though they did not perform or administer the task.

They were

quoted as saying, "I don't do it, but it's important to my role
that it be done," "I don't do it, but I would like to do it and
probably should do it, so I'm ranking it higher in importance."
2.

There was a direct relationship between the number of tasks

performed and the perceived importance of task performance of the

93
presidents regardless of the structural difference considered.
3.

When considering FYES as a structural difference there

was a difference in the perceived importance of task performance
between those presidents from the "5000-0ver" stratum and those
presidents from the strata "under 5000."
4.

When considering FYES as a structural difference there

was little difference in the perceived importance of task perform­
ance between those presidents from the "0-2000" stratum and
"2001-5000" stratum.
5.

When considering Full-Time Administrators as a structural

difference there was little difference in the perceived importance
of task performance between those presidents from the "0-25"
stratum and the "51-0ver" stratum.
6.

When considering Full-Time Administrators as a structural

difference there was a difference in the perceived importance of
task performance between those presidents from the "26-50"
stratum and those presidents from the "0-25" and "51-0ver" strata.
7.

When considering the number of Total Faculty as a

structural difference there was little difference in the perceived
importance of task performance between those presidents from the
"0-225" strata and the presidents from the "501-0ver" stratum.
8.

When considering the number of Total Faculty as a

structural difference there was a great difference in the perceived
importance of task performance between those presidents from the
"226-500" stratum and those presidents from the "0-225" and
"501-Over" strata.

94
9.

When considering the Length of Term in Office as a

structural difference there was little difference in the per­
ceived importance of task performance between those presidents from
the "3-7" stratum and those from the "8-Over" stratum.
10.

When considering the Length of Term in Office as a

structural difference of the task mutually performed by the
presidents in both strata ("3-7" and "8-0ver"), there were fourteen
tasks with mean score differences and thirteen tasks without
differences.

Tasks and Clusters
The importance of the ten clusters according to select criteria
may be noted in Table 4.15.
1.

The following observations are noted:

Six clusters contained the twenty-seven tasks performed

and/or administered by all six presidents.
were:

These six clusters

1) Business and Financial Management; 2) Institutional

Program Planning, Development and Evaluation;

3) Personnel Manage­

ment; 4) Facilities and Equipment Management; 5) Professional
Relations and Self Development; and 6) School and Community Rela­
tions .
2.

Three of the four clusters having the lowest composite mean

scores also ranked lowest according to the percent of tasks
accomplished by all six presidents in each cluster and lowest
according to the most tasks accomplished by six presidents in each
cluster.

The three clusters with the lowest mean scores were:

"Staff Development," "Instructional Management," and "Student
Services Management."

The cluster which was the exception was

"Collective Bargaining."

It is very important to note that during

TABLE A. 15
THE IMPORTANCE OF THE TEN CLUSTERS ACCORDING TO SELECT CRITERIA

Clusters By Composite
Means Scores of Tasks
Within Each Cluster

Name of Cluster

Rank

Composite
Mean Score

Criteria of Importance
Cluster By Percent
of Tasks Accomplished
By All Six Presidents
In Each Cluster

Rank

Percent
of Tasks

Clusters Containing
the Most Tasks
Accomplished
By Six Presidents
No. of Tasks
Accomplished
By Six
Rank Presidents

9

2.70

8.5

8.5

0

10

2.30

8.5

8.5

0

Business and Financial
Management

6

3.57

A.5

22%

A.5

Institutional Program Planning,
Development and Evaluation

3

3.83

2

28%

1

7

Personnel Management

1

A.32

A.5

22%

A.5

A

Facilities and Equipment
Management

7

3.28

6

6

1

Staff Development

8

3.02

8.5

0

8.5

0

Professional Relations and
Self Development

2

3.92

1

38%

3

5

School and Community Relations

5

3.71

3

2A%

2

6

Collective Bargaining

A

3.7A

8.5

0

8.5

0

Instructional Management
Student Services Management

5%

the interview, all of the presidents believed this cluster to be
extremely important, however, in this rare exception the perform­
ance of tasks within a cluster does not increase with the importance
of the cluster itself.
3.

Four of the clusters, "Institutional Program Planning,

Development and Evaluation," "Personnel Management," "Professional
Relations and Self Development" and "School and Community Relations,
ranked in the top five positions regardless of the criteria applied
to establish cluster importance.
A.

Two of the clusters, "Institutional Program Planning,

Development and Evaluation," and "Professional Relations and Self
Development" ranked in the top three positions regardless of the
criteria applied to establish cluster importance.
5.

Twenty-four of the 156 tasks identified by the presidents

were not performed by any of the Michigan community college
presidents.
6.

Four of the clusters, "Instructional Management," "Student

Services Management," "Staff Development" and "Collective Bargaining
had no tasks performed by six presidents.

CHAPTER V

THE TWELVE OPEN QUESTIONS

Introduction
The twelve open questions were a part of the interview and
were posed following completion of the questionnaire.

The presidents

were allowed as much time as necessary in response to each question.
The twelve open questions:

(1) provided an opportunity for

the presidents to elaborate on "why" they perform or administer select
tasks and (2) provided additional information, which could not be
gathered with a questionnaire alone,

that would give greater depth or

greater insight into the president's task performance.

See Appendix

F for the twelve open questions.
The researcher chose to give the anonymous presidents "readeridentity" by recording each of their individual remarks and labeling
the remarks with the same coding as was previously established in
Chapter IV, Table A. 14, page 91.

This enables the reader to become

more familiar with a particular president whom he/she might find to
be of interest.

The responses to the questions and a summary of the

responses to each question is recorded below.

Question 1:

The Most Important Cluster(s)

"Disregarding the number of tasks that you checked in any
particular cluster, is there any one cluster or are there two or more

97

98
clusters which are of greater importance than the rest?"

President C l :
President Cl saw two clusters as being the most important.
They w e r e :
Institutional Program Planning Development and Evaluation and
Personnel Management— getting people to do the things that you
see as being important to quantitative and qualitative growth of
the institution.
If you can develop a plan and directions and
means to achieve those and can get people to work with you in the
achievement of those goals, you're probably making your greatest
contribution as a college president.

President C 2 :
Two clusters were way out front of the others as far.as he was
concerned.
Professional Relations and Self Development.
That's what makes
it go or not because you can't administer if you don't have good
professional relations and as soon as you let them deteriorate
you have trouble administering.

President B l :
This president named centralized personnel functions and
collective bargaining as the most important clusters.

He also named

professional activities and financial management as being important
and as taking much of his time.

He published, was a frequent program

participant, and was active as a North Central Consultant, but he said
that personnel and public relations take up most of his time.

In

public relations he included community relations, inter-institutional
relations and inter-governmental relations.

He spent little time "in

instruction and even less in student affairs."

99
President B 2 :
He indicated that:

Business and Financial Management,

Institu­

tional Program Planning Development and Evaluation, and Professional
Relations and Self Development were the most important.

"I have a

deeper involvement in them and they impact upon the institution at a
greater depth and breadth than the others."

President A 1 :
He enjoyed instruction, however he believed personal preference
had much to do with the choice.

President A 2 :
He stressed a college's dependence on financial support and
how students and community support all interrelate.

He also believed

that ". . .collective bargaining has become the very life of the
institution and impinges upon every other area.

Business and Financial

Management, School and Community Relations and Collective Bargaining
are the three."

Summary of Question 1
Clusters named as having major importance to the presidents
are illustrated in Table 5.1.
The three clusters chosen most often as being of greatest
importance were:

Business and Financial Management

(3); Professional

Relations and Self Development (3) and Collective Bargaining (3).

The

two clusters not chosen as being of greatest importance by any
president were Student Services Management and Facilities and Equipment
Management.

The "Collective Bargaining" cluster was named as most

important by those three presidents from the larger colleges.

100
TABLE 5.1
MOST IMPORTANT CLUSTERS PER PRESIDENT

Most Important Clusters
__________Per_President_____
A1 A2
Bl B2 Cl C2 Tot.

Name of Clusters

Instructional Management

x

Student Services Management

_

_

-

-

_

_

_

-

-

_

1
o

Business and Financial Management

-

x

x

x

-

-

3

Institutional Program Planning,
Development and Evaluation

-

-

-

x

x

-

2

Personnel Management

-

-

x

-

x

-

2

Facilities and Equipment Management

_

_

_

_

_

Staff Development

-

-

-

-

-

_

q

x

1

Professional Relations and Self
Development

-

-

x

x

-

x

3

School and Community Relations

-

x

x

-

-

-

2

Collective Bargaining

x

x

x

-

-

-

3

LEGEND:

x = Clusters having major importance

Question 2:

Doing vs Administering

"Would you indicate your perceptions of why you would choose
to do something yourself rather than administer it?"

President C l :
He says that the president may believe, because of his
experience, his background, his concern for something and his general
knowledge about it, that he can get it done better than anyone else.

101
I do certain things because the staff may not get to it and it's
important.
If there's an urgency, there are times I accept the
primary responsibility when I probably shouldn't.
Then secondly,
all of us have a little bit of ego and think there are some things
that we can do better than anybody else.

President C 2 :
He said that because of his background in financial affairs,
he often does more in this area than other presidents.

He also tried

to spend more time meeting the community than formerly as a result of
criticism.

He daily picked up the college mail because he meets

people and has immediate access to anything that may be pertinent
should he go out-of-town for school business for in-school meetings.
"I would probably choose to do it if I didn't think any other indivi­
dual had access to as much information regarding it as I had, and
probably should not have access to all of it."

President B l :
He attended to matters that concerned his staff personally
and which, therefore, it was inappropriate for them to do, such as
proposing salary increases.

Also, if a project didn't fit into any

job assignments of his staff, he did that.

He also stressed that he

did those projects in which he had a "keen personal interest, where I
may be judged to have a unique expertise— and that's seldom, but some­
times there are those things I appropriately feel I can do, and can do
perhaps, as well or better than others."

He also said he sometimes

does things to stress, for psychological reasons, their importance or
because of an immediate need and because his staff is very occupied
with other matters.

102
President B 2 :
He stressed that he must do those things for which the board
holds him directly accountable.

Further:

I t ’s incumbent upon me to supervise the work of the people who
report to me.
Secondly, there are areas, particularly in board
relationships, that cannot be delegated.
Thirdly, elements of
personal interest, personal style and personal expertise determine
what I d o .

President A l :
He performed tasks in those areas in which he had an interest
and those tasks he enjoyed in addition to those he believed that it
was important that he attend to personally,

such as public relations.

President A 2 :
The first question that he asks himself is, "who can do it for
me?"

"I think the first law is to delegate everything you can."

Then

he does the tasks that only he can do or those for which the board
expects him, finally, to be responsible.

For example, the board held

him responsible for recommending staff for hiring.

Therefore, he was

involved in the final interviews because he would not recommend anyone
he knew little or nothing about and because he believed the people
working for the institution were vital to the institution.

He also

said that he believed that one of his strengths was in "locating skil­
led people for a job, putting them to work and then turning them loose."
However, he did believe in putting some "little strings on them— giving
them a vision of what to do."

On the other hand, although he believed

staff development to be of major importance, he thought that this was
one thing that he did not do well— "to take a person who is not skilled
for a position, who somehow found his way into it, and turn a sow's

103
ear into a silk purse."

Summary of Question 2
The tasks a president chooses to do, based on the evidence pre­
sented by the six presidents interviewed, appeared to be determined
by board expectations, by the fact that only he had all the pertinent
information, by areas of personal interest, personal style, on whether
or not a state of immediacy existed, a desire on the part of a president
to stress its importance and an attempt to improve in an area because
of post criticism.

Question 3:

Task Importance

"In your judgement, what gives a task importance?"

President C l :
He believed that his answer to question 2 applied.

President C 2 :
A president has to keep up-to-date and often operate "out of
his hip pocket," however,

"if it's in the procedures handbook, it's

important" because administrators, as a group, have recognized a high
potential for problems there.

President B l :
He believed that his answer to question 2 applied.

President B 2 :
He believed that the task's "personal meaning or impact on
something or its thrust— it's importance to the institution," is
what gives a task importance.

104
President A 1 :
He reported that he did little else, for the last six months,
than concentrate on passing a millage proposal.
If you set long-range goals and objectives, your tasks fall out
pretty well in front of you.
Usually they're program centered
which means you're trying to meet student and community needs and
from there on you have to get funds and the rest that goes with it.

President A 2 ;
He answered this question by posing three others:
1. How does it relate to the entire institution? Tasks seem
to loom out in importance in and of themselves when placed in the
perspective of the entire institution and sometimes they fade in
significance.
2. How important is it in the long term, rather than the
immediate interests of the institution?
3. How does it relate to the governance— that is, to those
who govern the institution and their priorities, because they are
the ultimate setters of priorities.
I may have a priority, but
if it's inconsonant with their priorities, in short time we're
going to be out of step.

Summary of Question 3
A task was believed to be important based on its value to the
institution, its presence in the procedures handbook, its value in
satisfying long range goals and its position of priority with the
members of the governing board.

Question 4:

The Most Important Task(s)

"You have indicated those tasks which you believe to be of
major importance.

Are there any of these which stand out as being more

important than the others?"

President C l :
He believed that, "those tasks that relate to achievement of
an acceptable mission statement are those that are most important."

105
He also said,
So, even if your relationship with the board of trustees is great,
if you aren't moving forward in terms of instruction and providing
opportunities, it's not worth it. You know, that's the crux of the
whole thing.

President C 2 :
This president believed that tasks with the element of
communication were the most important.

He went on,

As far as I'm concerned, I don't think there's any task in there
(the questionnaire) that doesn't have importance to the institu­
tion or to the role of the presidency because no matter how you
want to cut it, when the chips are all down, the buck stops
right here.

President B l :
He thinks that any of the tasks that are of a "board relation­
ship kind of task are terribly important."

His priorities,

in nearly

every instance, was board relations because a president who cannot
relate to his board and "maintain that very delicate balance of govern­
ance and administration is in trouble," and his institution also suffers.
He included board developing, board nurturing, board counseling, and
board guidance.

He thought that a lot of presidents have failed "because

they couldn't shift quickly enough."

The board changes, the tone

changes— even an absent board member or members can change an entire
meeting significantly.

Then, of course, there was "board turn-over."

He groomed board members early, as soon as the petitions were filed.
He groomed all candidates giving himself two months to prepare the two
new board members.

He takes them through all the programs and the

mission of the college to enable them to speak knowledgeably to the
public after they're seated.

After all, "they're seated one night and

may be making decisions the next."

106
President B 2 :
The tasks that catne to this president's mind were:
Those of direct responsibility that I can't delegate, such as
supervising those who report to me and the second is direct
board relationships. . . .Also, those which have a ripple or
chain effect on the rest of the institution.
How I perform
in my role would be an example.

President A l :
The tasks that are "primarily instructional."

President A 2 :
He seemed
ated

unable to choose any one or two, instead he reiter­

the value of providing leadership in collective bargaining,

recommending financial policies and budgets, coordinating annual and
long-term institutional goals, staff development, public relations and
coordinating a program and consistantly participating and providing
leadership.

Summary of Question A
The tasks
were

that were agreed upon for their major importance

those deemed necessary to achieve the mission of the institution

and those that impinged upon president-board relationships.

Question 5:

Task Performance and FYES

"Do you believe that the tasks you perform as a president will
vary with the size of your college as measured in FYES?"

President C l :
This president believed that, "yes, with more students you
can afford more highly qualified assistants to perform tasks with
greater expertise."

President B l :
President Bl also stated, "yes, but because size triggers
other things, like number of support staff to whom one can delegate."

President B 2 :
This president did not believe that his tasks would vary with
college size.

"Not much on a single campus, not at least in my style."

President A 1 :
President A1 concluded that, "no, except for more direct
involvement for a president in a smaller college with fewer students,
fewer administrators and less money."

However often, but not always

he believes, longer hours result.

President A 2 :
He says that the tasks he mentioned for question 4 won't vary
but that the degree to which the president will be able to delegate
will vary.

"Tasks are similar in every institution, large or small.

The degree to which a president can be involved in the tasks of course,
dimishes the further up he moves in size of institution."

Summary of Question 5
A study of the answers given indicated general agreement that
college size did not affect the number of tasks needing to be performed
nor the tasks themselves, but rather the degree to which the president
could delegate the tasks.

More students, it was pointed out, often

meant more support staff, less direct involvement by the president,
more money, perhaps better qualified assistants with greater expertise,
sometimes shorter hours for the president, but this varied because, as

was pointed out, there may be more public relations involvement.

Question 6: Task Performance and
Full-Time Administrators
"Do you believe that the tasks you perform as a president will
vary with the number of full-time administrators?"

President C 1 :
This president stated:
Absolutely.
I see this as a continuation.
Increased enrollment
generates additional dollars with which you can afford more
specialized administrative staff and, hopefully, greater expertise
and specialization; therefore, the president's tasks will change.

President C 2 :
President C2 agreed with President Cl.

"Yes.

You can only

give an individual so much that you have any right to expect to get
accomplished and the more individuals you have, the more things can
get don e ."

President B 1 :
He believed that his answer to question number five covered it.

President B 2 :
This president didn't think so because:
There are the same tasks to be done in an institution regardless
of its size, it seems to me.
If you have more administrators, it
simply means that the breadth and depth may be greater, but I don't
see where the president's role would change a lot.
I don't think
he removes himself completely from any more areas.
I don't think
it matters here if he has four or fourteen administrators.

President Al:
He believed that his answer to question number five relates here.

109
President A 2 ;
He believed that "the major tasks won't vary."

Summary of Question 6
A study of the answers given

indicated general

the number of administrators did not

affect the number

agreement that
oftasks needing

to be performed nor the tasks themselves, but rather the degree to
which the president could delegate the tasks.
of task performancy by the president

Question 7:

Task Performance

Therefore, the frequency

could vary.

and Total Faculty

"Do you believe that the tasks you perform as a president will
vary with the number of total faculty?"

President C l :
President Cl believed that:
Only a result of those greater numbers of faculty members result­
ing from greater enrollments— fundable enrollments.
I see that
as being the key, the resources that are available to the institu­
tion .

President C 2 :
This president did not believe that the tasks varied very
much.

"No, not much."

President B l :
The tasks may vary.

"Only as total faculty relates to total

size of the institution."

President B 2 :
The answer is, "no, I don't see any relationship."

110
President A l :
The tasks will not vary, "probably because there is less
structure and formality in a smaller institution."

President A 2 :
He believes the major tasks will not vary because the more
faculty the "more students, the more money, the more help, the more
delegation and so on."

Summary of Question 7
The presidents indicated that the number of faculty had little
impact on the tasks, other than as faculty number relates to the size
of the institution,

i.e., more faculty may mean more administrators

and a larger student body.

Again, more opportunity for delegating

might then e xist.

Question 8: Task Performance and
Years of Experience
"Do you believe that the tasks you perform as president will
vary with the number of years experience as a community college
president?"

President C l :
He believed that the tasks will change and adjust somewhat,
based on experience as a president; however, he saw the expertise,
knowledge, ability and competency he brought to bear on the tasks as a
result of preparation and experience (in any role) as being a greater
factor than tenure in the position.

He seemed to believe that the

preparation takes place prior to obtaining the position.

He said that

if you have to learn all the things you need to know in the office,

Ill

"yo u ’re probably not going to survive too long.
competency when you come in.

You have to have that

Part of it is graduate preparation, the

kinds of jobs and people you've worked with— your breadth of experience."

President C 2 :
He said yes because "you get to know the job" and to whom you
can safely delegate specific responsibilities.

Also, as apprehension

passes, more confidence is acquired.

President B 1 :
He believed that they do vary because with experience you learn
to know your staff and yourself better in regard to both capabilities
and likes and dislikes.
not to assign.

Therefore, you learn what to assign and what

He added that he believed that a president offers an

institution just about all that he can within five to seven years unless
the institution is only interested "in a continuation program or if the
president is only interested in just keeping the wheels greased and
letting it run."

With that match, President B1 believed that a presi­

dent will "stay there and the board will be satisfied."

President B 2 :
He noted that a newly employed president changes within the
first few years and that his task performance will also change, but
that after a number of years of experience little change takes place.
"I think your philosophy, style, the way you do things from the time
you get to be president aren't likely to change an awfully lot unless
you're forced to change."
These changes, he believed, can be caused by changes in the
board, by collective bargaining, or external forces; however, the

leadership pattern, he seemed to say, was basically set by the time
one assumed a presidency.

President A 1 :
He said that "after the first five, I doubt it, but it depends
upon the individual."

This president made conscious effort to involve

himself in learning situations to grow and also attempted to keep
up-to-date.

President A 2 :
President A2 said that, "I think the longer one serves, the
more one learns to delegate, but I don't believe it means you work
less, but perhaps you do work a little more effectively.

Summary of Question 8
Although the leadership style or pattern seemed to be establish­
ed when the president takes office, the presidents indicated that,
initially,

the tasks may change as the president learns more about his

staff, himself and the institution and as he learns to delegate.

How­

ever, they seemed to see little change in the tasks after these learning
experiences had taken place.

Question 9: Task Performance and the
Collective Bargaining Agreement
"Do you believe that the tasks you perform as a president will
vary with the duration of the collective bargaining agreement?"

President C l ;
He believed that if these pressures were too frequent or
constant they would change the tasks of the college president and in

113
a negative manner.

"Yes."

The collective bargaining process impinges very heavily upon what
takes place on a college campus and when there is an unsettled
condition, of an unhappy situation, that brings pressures upon the
president and all administrative staff, which are different from
normal circumstances.
Therefore, the duration of a collective
bargaining agreement is of crucial importance.

President C 2 ;
This president exclaimed,
first three year contract

"yes!"

This was his institution's

(rather than two) and he believed that as a

result of this extended time period that there were more avenues of
communication open.

"There are more things that you can really get

into without alienating someone or running into concerns about unfair
labor practice, or something like that."

President B 1 :
This president believed that the tasks would vary.

"Yes, I

do."

President B 2 :
It didn't affect him because he was uninvolved in collective
bargaining.

Therefore, his answer was "no."

President A l :
He indicated that it was very time-consuming.
bargaining is an attention-getting device.

.

"Collective

it's going to cause a

different time allocation on the part of the board as well as the
faculty."

President A 2 :
He said that it took time away from other matters.

"Yes— and

you spend more time on it if you have a short term agreement."

Summary of Question 9
There was agreement, with one exception, that the duration of
the collective bargaining agreement did cause a president's tasks to
vary.

The president who was the exception was not involved in collec­

tive bargaining.

Collective bargaining,

it was pointed out, was time-

consuming and enervating both physically and emotionally.

Question 10: Task Performance and Other
Structural Characteristics
"Do you believe that the tasks you perform as a president will
vary with another or other structural characteristics we haven't
mentioned?"

President C l :
This president stated that, "the social climate in which we
operate changes and so do the tasks of the president."

He believed

that the social climate is a structural characteristic and may play a
role in task performance.

President C 2 :
President C2 named the community, its value system and level
of involvement in the affairs of the college as additional structural
characteristics which may have a bearing on task performance.

President B l :
He named style and personality of both the president and the
institution as additional characteristics related to task performance.
He believed that the "personality" of the institution "affects the
president's perception of his job and therefore, ultimately, his tasks."
Some institutions are "evolutionary and some fixed, some are designed
and some outgrowths of people, situations and time."

It all involves

"how it started, when, location, previous administrations,
students, and so on."

faculty views,

Then the president "tries to blend perceptions

of himself into how he reacts and what he does."

President B 2 :
This president named socio-economic conditions, organizational
structure, the composition of the board of trustees, multi-campus
institution, and the competency of the other administrators as
structural characteristics that could change presidential tasks.

President A 1 :
This president named administrative structure (pyramid,
classical, decentralized or multi-campus) as an additional structural
characteristic relating to task performance.

He stressed that the

philosophy of the board and the laws of the state also played a role
in task performance.

President A 2 :
He pointed out that the college setting (rural or urban) could
greatly influence the presidents role.

"I think the socio-economic

setting of the college has a great deal to do with the tasks performed."
In addition, he named the type of board and the state laws as having

116
influence on how decisions were made and what was accomplished.

Summary of Question 10
Other structural characteristics named that can cause presi­
dential tasks to vary were:
circumstances,

socio-economic climate, cultural

the community, presidential style and personality,

institutional style and personality, organizational structure, admin­
istrative competency of subordinates,

composition of the board of

trustees, philosophy of the board of trustees, state laws, and estab­
lishment of a multi-campus institution.

Socio-economic climate was

named or alluded to by four presidents and the board of trustees was
named or alluded to by three presidents.

Question 11:

External Forces

"Which external force(s) do you perceive as having the greatest
impact upon your task performance?"

President C 1:
He believed that "the involvement of the federal and state
government in college operations— the level of federal funding," had
the greatest impact on task performance.

President C 2 :
President C2 stated that "Lansing.

. .state operations," had a

great impact upon task performance.

President B l :
Vested interest groups in the community had a great impact on
task performance.

Examples cited were pro-ERA groups, anti-ERA groups

pro and anti-abortion groups, and maintaining and providing neutrality

117
in such areas as proper balance of programming for women.

"We’re also

being expected by the public to do more and more without monitary
wherewithal and to do it better and better."

President B 2 :
Having great impact on task performance were:
Bureaucratic regulations at the state and federal levels.
It is n ’t
the legislature so much, but the bureaucracy.
Also, increased
competition from other institutions of higher education requiring
more time directed to what others are doing— in Lansing, recruiting
and the like.

President A 1 :
The impact of various teacher organizations on the state and
its consequent dealings with the colleges was noted.
Long-range strategy of MEA, NEA, AFT, in relationship to their
long-range goals for centralization.
Their strategy will, and
already has, impacted state laws, mediation, and fact-finding and
it will probably have a more direct impact on the direction and
autonomy of local institutions than anything we're probably going
to do. Most time consuming and stressful is the adversarial
position that Michigan's Democratic Labor Party imposes upon this
state.
I don't mean it negatively.
Labor laws make it more
difficult to be held accountable in this state than probably any
state in the union.

President A 2 :
He cited taxonomies as an example.

Also:

The state legislature with its various agencies.
It not only
provides the funds, which has a great deal to do with how well
one can manage, but now it's beginning toestablish theregulations
and policies as well.

Summary of Question

11

All except one president

mentioned the involvement

of

the govern­

ment (state and/or federal) in college operations as impacting task
performance.

One referred to the effect teacher organizations had in

118
influencing the state, and the president who was the exception named
vested interest groups as having great impact on task performance, and
which he indicated were currently creating problems.

Increased

competition from other institutions of higher learning was also
mentioned.

Question 12: Definition of Michigan
Community College President
"How would you define 'Michigan Community College President'?"

President C 1:
He saw the president as playing a varied role, "depending upon
where he is and where the institution is."

If, for example, a president

is new or the institution is adjusting its mission, his role would
probably be different from how he presently views his role.
deal of a president's.

"A good

. .responsibility is crisis resolvement."

He viewed his situation as that in which the institution had
found its direction, was staffed with capable people who were moving
forward in terms of established directions, but he continued to set
long-range goals and move people toward reaching them.

President C 2 :
He said that you invariably "win a few and lose a few," but
ultimately, he maintained it's all a matter of how well you can
influence people, because you are "a manager" and "an educational
leader."

The president's role "still has to be to reflect the image

of a good institution."
He has to be a lobbyist, in that he has to influence all areas of
the institution that have impact on the institution— and that
includes the board, staff, students, general public and the legis­
lature.
He has to be able to analyze a problem and try to define

119
the kinds of data that relate to it.
Often the final decision is
going to be an emotional decision.
That's why I think the strains
are so great in this kind of a job.
It's because of the tre­
mendous amount of emotional drain. . .because education is what
we're in and it is built on hope and expectations that things are
going to get better.

President B l :
He believed that the Michigan Community College President was
more management oriented and less an educational leader (with excep­
tions) .

He saw him (there are no women) as more aggressive, assertive,

and vain than the "typical president."

He added that "most distinguish­

ed presidents are only distinguished because they are smart enough to
surround themselves with able people and utilize them."

President B 2 :
He doesn't "think the president need be an academic leader
anymore.

That his chemistry fits in well with the board is more

important," he believes.

He needs some:

. . .human relations skills, alot of energy, resiliency— accept
that collective bargaining is here. . ., can roll with the punches,
because we'll have increased state and federal controls, has a good
background in business, and is creative and imaginative in order to
do more and more with less and less.

President A l :
Disturbed during the interview by an interruption, this final
question was never really answered.

President A 2 :
He believes that it depends upon "to whom you are talking."
If you talk to someone out in the community, he may say he's the
chief representative and defender of the college.
We serve
multiple publics, but I think, in this community and this institution
(a heterogeneous community) that the answer is educational leader,
and I say that rather sadly because I think that title's going to

120
be pas s ’e before long.
I think it's going to be manager and I
think that's what the trade is going to require.
But I think that
I am yet perceived here as educational leader— probably educational
leader and manager.

Summary of Question 12
A wide variety of replies were given for a definition of
Michigan community college president.

One president compared community

college presidents in Michigan to the "typical president," some describ­
ed his attributes and some described his tasks or the role or perceptions
of the role.

Another stated that definitions varied depending upon

numerous criteria, but, again, predictions of a managerial role for
community college presidents, rather than that of educational leader,
were advanced.

Other commonalities involved the pressure filled job,

that the president must be flexible, be able to influence people, and
be able to find good people and use them effectively.

Summary of Chapter V
A number of conditions can cause a Michigan community college
president's tasks to vary, but, based on the respondents' answers to
the open questions, board expectations, i.e., the position of priority
a task has with the governing board, heads the list.

A president may

choose to do something because of its institutional value, i.e., it
figures in the achievement of the institution's mission or helps to
satisfy long-range goals.

His style may influence him, his personal

interest, his expertise in an area or an immediate need may cause him
to act.
A study of the answers indicated general agreement among the
presidents that the degree to which a president could delegate varied
with the number of administrators,

the number of total faculty and/or

121
FYES.

For this reason a president with more "help" might do fewer

tasks himself; however,

the presidents believed that all colleges,

regardless of size, required that the same tasks be performed, differing
only in the frequency, breadth and depth of their performance and in who
performed them.
Experience as president,

it was pointed out, impacted tasks

initially, until the president learned to know his staff, himself, the
institution and how to delegate.

After that, there was little change.

The length of the collective bargaining agreement was believed
by all but one president, who was not involved in the process, to have
great impact on task variance.

The presidents stated this adamantly

and believed that the shorter the duration of the collective bargaining
agreement,

the more their tasks were adversely affected.

It was clear

that collective bargaining was often both physically and emotionally
enervating.
The structural characteristics most frequently cited as causing
presidential tasks to vary were socio-economic conditions and the board
of trustees.
The external force having most impact was legislation.
Several of the presidents predicted a more managerial future
role, rather than that of educational leader, for Michigan's community
college presidents.
The Michigan Community College President is, according to the
respondents, in a pressure-filled position which calls for flexibility,
an ability to influence individuals and groups and the ability to find
good people and utilize them.
The researcher believes, however,

that the most outstanding

122
revelation of this chapter is the presidents' emphasis on the importance
of a good president-board relationship.

The strongly felt influence of

the boards of trustees is clearly in evidence in the choices of tasks
performed by the community college presidents.
Taking into consideration that these presidents were speaking
"off the cuff," the researcher was tremendously impressed by their
verbal fluency and the clarity of replies which, most of the time,
seemed to have been well thought through even though there had been
no advance prompting.

The researcher believes that the presidents'

willingness, in allowing the taping of this interview, speaks to their
language mastery,

self-confidence and astuteness; even perhaps, to

their readiness to accept a bit of risk.

They had no opportunity

to look over what they had said in order to reword, revise or clarify.

CHAPTER VI

SUMMARY, FINDINGS, CONCLUSIONS
AND RECOMMENDATIONS

Purpose of the Study
The researcher's main purpose in this study was to identify the
tasks performed by the Michigan public community college presidents and
to determine if their perceived importance of the tasks varied with such
structural differences as size of institution, number of faculty, number
of full-time administrators,

the duration of the collective bargaining

agreement or the length of the president's term in office.

Statement of the Problem
The absence of objective information about the task performance
of Michigan community college presidents results in possible misinform­
ation for decision-making by those persons charged with the responsibility
for employment and training of people to fill presidential positions.
Many administration students, as well as employed administrators,
who in the past aspired to the presidency of a community college, have
not had the opportunity to become fully informed when they selected
their educational programs or formulated their occupational goals because
succinct and complete guidance information was not available for this
career.
Various groups responsible for the employment or training of

123

124
leaders, such as presidential search committees and institutions of
higher education have a continuous need to improve their search
criteria and the institution's curriculum which forms the basis for
employment and training of presidents.

Without appropriate research,

these improvements cannot be made.
In view of the problems which existed as a result of insuffi­
cient data regarding the position of Michigan community college presi­
dent this study attempted to answer the following questions:
1.

Which tasks are performed by select Michigan community

college presidents?
2.

Will the perceived importance of the tasks performed

vary with:
a.

the

number of full-year equated students (FYES)?

b.

the

number of full-time administrators?

c.

the

number of total faculty?

d.

the

length of the president's term in office?

e.

and

the duration of the collective bargaining agreement?

Need for the Study
A review of the literature helped to determine a real need for
this study.

The task performance by those in supervisory positions

was usually stated in very broad, general terms.

The actual tasks

were seldom mentioned or the lists were incredibly incomplete.
actual tasks performed by college presidents,
college presidents,

The

in general, and community

in particular, were left to the imagination.

No

studies were found which had been conducted to explore the task perform­
ance of Michigan community college presidents, although many authors
indicated a need for a greater data base in the area of task performance.

125
If it is true, as the literature indicates, that to be an
effective manager,

the manager has to know what to do, then these

tasks and the information regarding them should be valuable to
presidential appointment committees, to colleges of education and
universities which have graduate programs in educational leadership
and administration of higher education, and to institutions with
similar programs.

It should also be valuable to institutions which

have professional development programs which are designed to update
administrators at various levels including that of president.

Research Design and Procedure
The scope of this study was limited to six of the twenty-nine
Michigan community college presidents.
different size institutions.

The presidents were from

Using FYES, for example, two were from

the largest colleges, two from the middle sized colleges and two
from the smallest colleges.
The questionnaire, which included 156 task statements, and the
twelve open questions were developed and used as the data gathering
instruments for the study.

The two instruments were administered to

each president on an individual basis during a standardized interview.
Procedurally, each interview was conducted in the same manner:

1) the

respondent and interviewer discussed the nature of the project, the
directions for the respondent's participation and the role of the
interviewer; 2) the respondent responded in writing to the questionnaire,
commenting when desireable; and 3) the respondent responded verbally
to the twelve open questions which were read by the interviewer.

The

responses were recorded on magnetic tape for analysis at a later time.

126
Summary
Review of Literature
A review of the literature revealed that the president and the
board were usually in agreement regarding the president's task perform­
ance.

The authors of the literature pointed out that the role of

president is pressure-filled and often lonely, that the president must
be flexible, influential and be able to recognize capable people and
use them effectively.

Also, initiating too much change too quickly

often placed the president's position in great jeopardy.
The college president, according to the literature, is a hard
working individual, a conflict resolver, supervisor, pace setter,
administrator, decision-maker,

fund raiser, grievance handler, dissem­

inator of information, planner, chief representative of the governing
board, chief public relations handler (which includes articulating the
mission of the organization) , holds a status position and integrates
the efforts of many into a common goal.

His duties are seldom formally

defined, he is expected to be up-to-date and to conduct himself pro­
fessionally in accordance with right principles.
Most authors agreed that the community college president should
be a leader, and if he is a leader he will have an additional set of
attributes and take on other roles such as creator, planner, innovator
and futurist.

However,

the authors agreed that the presidents' roles

were in a state of flux, leaning toward a more managerial emphasis and
away from that of educational leader, with legislation and collective
bargaining often named as catalysts effecting the change.

127
Questionnaires:

Performance of Tasks

An analysis of the responses on the questionnaires relative to
task performance revealed the following:
1.

There were no tasks performed directly by all six presi­

dents nor administered by all six presidents;
2.

Twenty-seven tasks of the 156 total were accomplished by

all of the presidents, either through direct performance or
administration.

The twenty-seven tasks follow:

a.

Recommend financial policies

b.

Recommend program policies to the administration and
board

c.

Evaluate administrator performance

d.

Approve administrator leaves, vacations and sabbaticals

e.

Guide the administrators on legal matters which affect
college programs

f.

Develop and maintain professional relationships with
other college presidents

g.

Develop and maintain professional relationships with
state department of education personnel

h.

Develop and maintain professional relationships with
administrators

i.

Participate in professional organizations

j.

Develop policy and commendation statements

k.

Participate

in community organizations

1.

Participate in public presentations on college
and activities

m.

Evaluate informal feedback about the college

n.

Participate

o.

Develop agenda for board meetings

p.

Coordinate implementation of board and administrative
policies

programs

in meetings for district superintendents

128
q.

Coordinate the development of long-range college

r.

Coordinate the revision of annual college goals

s.

Write official administrator evaluations

t.

Conduct staff meetings

u.

Approve and submit renovation and alteration plans
to the board

v.

Approve cooperative agreements with other agencies

w.

Guide bond issues

x.

Develop long-range budgets based on total program
requirements

y.

Evaluate the public relations program

z.

Coordinate bond issues

aa.

3.

goals

Coordinate obtainment of local, state and federal
services and resources for program development;

Twenty-four tasks of the 156 total were not accomplished by

any of the six presidents.

The twenty-four tasks follows:

a.

Approve the master schedule of course offerings

b.

Coordinate the development of a master schedule of
course offerings

c.

Approve purchase orders for instructional equipment

d.

Approve purchase orders for instructions materials

e.

Guide teaching staff in selecting and using effective
instructional strategies, e.g., individualized instruction

f.

Coordinate school admission services

g.

Coordinate student job placement and follow-up

h.

Coordinate extracurricular organizations andactivities

i.

Coordinate work-study programs

j.

Coordinate purchasing and payment procedures

k.

Approve work orders

1.

Write student services program goals

services

129

4.

m.

Write official teacher classroom evaluations

n.

Oversee the daily maintenance and upkeep of grounds

o.

Oversee the daily maintenance and upkeep of facilities

p.

Oversee college cafeteria services

q.

Coordinate equipment inventories

r.

Locate vending services

s.

Oversee preservice programs for faculty

t.

Participate in the sabbitical program for professional
personnel

u.

Develop and coordinate the activities of the vocational
advisory committees

v.

Conduct orientation programs for students

w.

Participate as chief negotiator during collective
bargaining

x.

Participate at the table as negotiator during collective
bargaining

The number of tasks performed directly (I Do It), decreased

as the number of FYES, full-time administrators and total faculty
increased;
5.

Of all the tasks performed, the fewest tasks were performed

mutually by those presidents in the "5000 FYES-Over" stratum;
6.

Of all the tasks performed,

the most tasks were performed

mutually by those presidents in the "2001-5000 FYES" stratum;
7.

Of all the tasks performed, the fewest tasks were performed

mutually by those presidents in the "51 FTA-Over" stratum;
8.

Of all the tasks performed,

the most tasks were performed

mutually by those presidents in the "26-50 FTA" stratum;
9.

Of all the tasks performed, the fewest tasks were performed

mutually by those presidents in the "501 TF-Over" stratum;

130
10.

Of all the tasks performed, the most tasks were performed

mutually by those presidents in the "226-500 TF" stratum;
11.

A pattern could not be discerned which indicated that the

total number of tasks performed directly and administered by the
presidents varied according to any structural difference; and
12.

The presidents who had filled the office of president the

longest delegated a larger percentage of tasks than those presi­
dents with less time in the office of the presidency.

Questionnaires:

Perceived Importance of Task Performance

An analysis of the responses on the questionnaires regarding
the perceived importance of task performance disclosed the following:
1.

The perceived importance of task performance varied greatly

between those presidents from the "5000 Full-Year Equated Students
(FYES)-Over" stratum and those presidents from the strata "under
5000 FYES."
2.

The perceived importance of task performance varied little

between those presidents from the "0-2000 FYES" stratum and "20015000 FYES" stratum.
3.

The perceived importance of task performance varied little

between those presidents in the "0-25 Full-Time Administrators
(FTA)" stratum and the "51 FTA-Over" stratum.
4.

The perceived importance of task performance varied greatly

between those presidents in the "26-50 FTA" stratum and those
presidents in the "0-25 FTA" and "51 FTA-Over" strata.
5.

The perceived importance of task performance varied little

between those presidents in the "0-225 Total Faculty (TF)" strata
and the presidents in the "501 TF-Over" stratum.

131
6.

The perceived importance of task performance varied greatly

between those presidents in the "226-500 TF" stratum and those
presidents in the "0-225 TF" and "501 TF-Over" strata.
7.

The perceived importance of task performance varied little

between those presidents in the "3-7 Years" stratum and those in
the "8 Years-Over" stratum.

Questionnaires:

Tasks and Clusters

There were ten task clusters identified for use in this study.
During the analysis of the data it became apparent that some of the
clusters were perceived to be of greater importance than the others.
The following can be said about the clusters:
1.

Six clusters contained the twenty-seven tasks performed

and/or administered by all six presidents.
were:

These six clusters

1) Business and Financial Management; 2) Institutional

Program Planning, Development and Evaluation;

3) Personnel Manage­

ment; 4) Facilities and Equipment Management; 5) Professional
Relations and Self Development; and 6) School and Community
Relations.
2.

Three of the four clusters having the lowest composite mean

scores ranked lowest according to both the percent and the number
of tasks accomplished by all six presidents in each cluster.
three clusters with the lowest mean scores were:

The

"Staff Develop­

ment," "Instructional Management," and "Student Services Management."
The cluster which was the exception was "Collective Bargaining."

It

is important to note that during the interview, all of the presidents
believed this cluster to be extremely important, however, in this
exception,

the performance of tasks within a cluster does not increase

132
with the importance of the cluster itself.

Although the presidents

believed the cluster of tasks to be very important, they also
believed that they should not be active participants in the
collective bargaining process.
3.

Four of the clusters,

"Institutional Program Planning,

Development and Evaluation," "Personnel Management," "Professional
Relations and Self Development" and "School and Community Rela­
tions," ranked in the top five positions regardless of the criteria
applied to establish cluster importance.
4.

Two of the clusters,

"Institutional Program Planning,

Development and Evaluation," and "Professional Relations and Self
Development" ranked in the top three positions regardless of the
criteria applied to establish cluster importance.

Twelve Open Questions
An analysis of the responses to the twelve open questions
revealed that:
1.

The governing boards influenced greatly the presidents'

task performance.

It was believed that the institutions' boards

were the ultimate setters of priorities and consequently,

"I may

have a priority, but if it's inconsistent with their priorities,
in a short time we're going to be out-of-step."

Another president

edited news releases because "it is board policy."
2.

The choice in performing a task was greatly influenced by

its institutional value, i.e., a task was performed if it assisted
in the achievement of the institution's mission, helped to satisfy
long and/or short range goals and if it filled an Immediate need.

133
3.

Interest and expertise in an area were influential factors

in task performance.

For example, one president helped coordinate

strategy for student recruitment because he received, "a great deal
of satisfaction" from it, while another president concentrated more
on institutional finance than most presidents because he was a
former business manager.

One president professed that he "enjoys"

instruction and was, consequently, more involved in this area than
most presidents.
4.

All presidents, with one exception, named legislation,

both state and federal, as being the external force having the
most influence on the president's task performance.
specifically,

More

labor laws, bureaucratic regulations and funding

legislation were named.
5.

The performance level of subordinates, experience as a

president and collective bargaining were the three internal forces
named as factors having great influence on task performance.
6.

A statistical analysis of the effects of the duration of

the collective bargaining agreement was not possible because two
colleges at the time of data collection were still negotiating
their 1977-78 college year contracts.

Nevertheless, all but one

president (who was not involved in the collective bargaining
process) stated, in various emphatic terms, that collective bargain­
ing has great impact on task variance and that the performance of
presidential tasks is adversely affected.
most frequently cited as detrimental.

The time element was

These presidents were adament

in their belief that the shorter the duration of the collective
bargaining agreement, the more their tasks were adversely affected.

134
It was clear that collective bargaining was viewed by the community
college presidents as both physically and emotionally enervating.
7.

The three presidents from the largest colleges, based on

FYES, total number of administrators and total faculty, all named
collective bargaining as one of the most important clusters (Table
5.1).

None of the presidents served as chief negotiator nor

participated at the table as negotiator during collective bargaining.
All commented emphatically that they should not.

It was felt that

collective bargaining's divisiveness could place them in a con­
troversial position, causing a negative reflection on them, "the
image of the institution," and consequently, on the institution
itself.

Composite of Findings
Based upon the data acquired in this study it was found that:
1.

There were twenty-seven tasks accomplished by every

president.
2.

No task was performed directly by all six presidents nor

administered by all six presidents.
3.

The extent to which the presidents delegated their overall

task load increased with the number of full-year equated students
(FYES), full-time administrators and total faculty.
4.

The most experienced presidents delegated tasks most

frequently.
5.

The presidents revealed that the length of their terms in

office initially affected their tasks; until they learned to know
their staff, themselves in their new role, the institution, and
how to delegate.

135
6.

All but one president (who was not involved in the

collective bargaining process) stated that collective bargaining
had great impact on task variance and affected task performance
adversely.

The time consumed and the stress associated with

collective bargaining were most frequently cited as detrimental.
The presidents believed that the shorter the duration of the
collective bargaining agreement,

the more their tasks were ad­

versely affected.
7.

The three presidents from the larger colleges all named the

collective bargaining cluster as the most important cluster while
those from the three smaller colleges did not name this cluster as
being important.
8.

There were differences between the stated importance of the

task clusters and the ranking of the clusters' composite task mean
scores.
9.
belief,

The presidents believed, and the literature supported their
that their roles were in a state of flux and moving toward

a managerial emphasis.
10.

The presidents' harmony with the board was extremely

important in task performance if job security was desired.
11.

The presidents from the larger colleges mutually performed

fewer of the same tasks than did the presidents from the smaller
colleges based upon FYES, full-time administrators and total
faculty.
12.

The presidents believed that all tasks performed within

the institution were important to their role as president even
though they did not administer their execution or "do them."

All

136
expressed, in various ways, this strong sense of "institution
identification" and believed that they were responsible for the
welfare of the institution.

Belief that "the buck stops here" was

stated as fact by all presidents.
13.

As evidenced by the composite task mean scores, the

perceived importance of task performance varied between presidents
from the larger colleges and the other presidents.
full-year equated students,

When considering

full-time administrators, total faculty,

as well as the presidents term in office, in all cases the perceived
importance of the tasks performed by the presidents from the larger
colleges was lower than that of the presidents from the other
colleges.
14.

As the number of tasks performed by a particular stratum of

college presidents increased, the perceived importance of task
performance of the presidents increased, regardless of the struc­
tural difference considered.
15.

Some presidents scored the importance of a task high, even

though they did not perform or administer the task.

They were

quoted as saying, "I don't do it, but it's important to my role that
it be done."

"I don't do it, but I would like to do it and probably

should do it, so I'm ranking it higher in importance."

Conclusions
1.

There were twenty-seven tasks performed by all of the college

presidents which governing boards, administration/leadership training
institutions and potential presidential candidates can focus in
their hiring and training criteria.
2.

An institution's presidential needs will vary somewhat

137
according to its size.
3.

Noting that the total number of tasks performed mutually by

the presidents in the various strata were not directly proportional
to size, regardless of how measured, it can be concluded that
factors in addition to size have influence on task performance and/
or their importance.
4.

The more presidential experience, the greater the amount of

task delegation.

Presidents with more experience are more likely

to depend upon their administrators for task performance.
5.

If a governing board is seeking to employ a president who

will delegate more often they should select a person with experience
as a president.
6.

Governing boards, administrations and faculties should

strive for long-term collective bargaining agreements in an effort
to alleviate the detrimental effects of collective bargaining on
presidential task performance.
7.

Governing boards and institutions of higher education

should stress the importance of collective bargaining when employing
and training a community college president.
8.

Twenty-seven tasks were accomplished by all six presidents

through a combination of performance and administration.

It can be

predicted with assurance that certain tasks will be accomplished
by community college presidents if viewed under similar conditions
as noted in this study.
9.

Twenty-four tasks were not accomplished by any president,

neither through performance nor administration.

It can be predicted

with assurance that certain tasks, accomplished within a college

138
setting, will not be accomplished by the community college
president,

if viewed under similar conditions as noted in this

study.
10.

The movement of the presidential role toward a management

orientation has learning implications for presidential candidates,
teaching implications for administration/leadership training
institutions and implications for governing boards regarding
presidential expectancies.
11.

Presidents are moving away from collegiality.

Faculties

in Michigan community colleges should anticipate less voice in
institutional governance.
12.

Governing boards concerned with excessive top adminis­

trative turn-over must nurture harmony with their presidents.
13.

Presidents interested in job security must nurture harmony

with their governing boards.
14.

If a board wishes to present a specific image, it should

look for a president who has the personal characteristics conducive
to presenting that desired image to the community.
15.

A president from a larger community college has greater

freedom of choice in task selection than a president from a
smaller college.
16.

A presidential candidate who perceives the most tasks to

be important will likely perform the most tasks himself and
delegate less.
17.

Presidential background and interests are important factors

affecting task performance;

therefore, governing boards should

explore and weigh these factors to predict where a president will

139
tend to focus his/her attention and efforts.
18.

Presidential task performance is strongly influenced by

the governing boards.

Recommendations for Further Study
1.

It is recommended that studies similar to this one be

conducted in different geo-political locations to further validate
conclusions drawn from this study and, in general, to establish a
more extensive data base.
2.

It is recommended that a study be conducted to determine

ways to lessen or eliminate divisiveness between administration and
staff in the community college as a result of the collective bargaining
process.
3.

It is recommended that a guide be written for presidential

appointment committees.

Questions for board consideration should

include:
a.

What do we want and expect from a college president?

b.

What do we need in a president?

c.

What should we want and expect from

a president, based

on his role as it fits the needs of the institution
(education leader, crisis resolver, administrator,
manager or combination of these)?
d.

What questions should a candidate be asked in order to
conduct an appropriate and productive interview?

e.

What are the candidate's qualifications based on his/
her knowledge of those tasks needing to be performed
at our institution and his/her experience in performing

those tasks?
f.

How interested is the candidate in the position, in
general, and in our institution, in particular?

g.

How would you predict his/her success rate
with loneliness and stress?
willing or able to

Needs, of course, vary and
accordingly.

How much risk

in coping
is he/she

take?
interview questions

should vary

It is vital that the

committee

knows and

concensus upon institutional needs

and wants

in order that

be appropriate and productive.

has

reached a

the interv

For this reason, it is also important

that some guidelines concerning needs and cautions be included as well.
If, for example,

the board is aware of the divisiveness factor in

collective bargaining and its negative affect upon the president who
becomes "controversial" as a result of over-involvement, board members
may choose that their president be, instead of a negotiator, a strategist
or helpful in developing perimeters.

Therefore, in the interview, rather

than focusing on the candidate's possible performance as negotiator,

the

board will add pertinence to the interview by focusing on the candidate
as a strategist.
With a little information and guidance, a presidential appoint­
ment committee can be helped to discover "What to Look for
4.A list of in-service topics for community

in a President

college presidents

should be set forth, based on information gleaned from this task analysis
Topic examples:
a.

"A Personal Task Analysis";

b.

"How Presidential Style Affects Tasks";

c.

"What Tasks are Important at My Institution?";

141
d.

"How the Board of Trustees Affects Presidential
Ta s k s " ;

e.

"How the Board of Trustees Affects Presidential
Tasks at My Institution" and

f.

"What Does the Board Expect from the President?

What

Should the Board Expect from the President?"
5.

It is recommended that a career information guide be

developed for all prospective candidates of top-level positions in
education, but especially for community college presidents.

It should

include role expectations and information, outlook, tasks, perils and
pitfalls, rewards and general career guidance information.

SELECTED BIBLIOGRAPHY

142

SELECTED BIBLIOGRAPHY

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A.
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Introduction to
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Drucker, Peter F.
The Practice
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of

Educational

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Jennings, Eugene E. An Anatomy of
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Leadership.New York: McGraw-

Jennings, Eugene E.
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Jennings, Eugene E.
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Mintzberg, Henry.
The Nature of Managerial W o r k .
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Perrow, Charles.
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Sarbin, Theodore, R.
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Sayles, L. R. Managerial Behavior.
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New York:

Shrope, Wayne Austin.
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McGraw-Hill Book

New York:

Stoke, Harold W.
The American College President.
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Toffler, Alvin.

The Futurists.

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Harcourt,

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Public Documents
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Educational Leader? The Junior College President. University
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Service, ED 031 186, 1969.
Gilli, Angelo C.
The Community Junior College Presidency:
An
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The Pennsylvania
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Gilli, Angelo C., Sr.
The Community Junior College Presidency:
An
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The Pennsylvania
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1977-78 Directory of
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Michigan Community College Association.
Lansing:
Michigan
Community College Association, 1977.
Michigan Community College Association.
A Special Report on 1977-78
Administrative Salaries Within Michigan Public Community
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Michigan Community College Association.
An Analysis of 1977-78
Faculty Contracts in Michigan Community Colleges. A special
report prepared by the Michigan Community College Association.
Lansing:
Michigan Community College Association, 1977.
Michigan Education Association.
Negotiation Terms and Definitions,
Office of Professional Negotiations. Lansing:
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State of Michigan, General School L aws. Prepared by the Legislative
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Michigan:
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Articles in Periodicals
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A G B Reports, May-June 1975, pp. 24-25.
Bickford, Robert I.
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Blocker, Clyde E.
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Corcoran, George C.
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January-February 1977, pp. 27-30.
Fiedler, Fred Edward.
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Edited by Eugene
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Van Mostrand
Reinhold Company, 1975.
Goodner, Jack.
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Management, May 1974, pp. 24-28.
Greenfield, Richard K.
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Harris, Norman C.
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About," University Innovator, March 1975, p. 1, 4-6.
Hughes, L. W. and Archilles, C. M.
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Maccoby, Eleanor, and Maccoby, Nathan.
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A Tool of
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Mayo, E.

"Hawthorne and the Western Electric Company."
In Organiza­
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Edited by D. S. Pugh.
London:
Penguin Education, 1971.

McClenney, Byron N.
"The President as Manager," Community and Junior
College Journal, April 1978, pp. 26, 31-33.
Moore, Samuel A., II.
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Education, January 1969, pp. 291-296.

The Journal of General

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Moore, Samuel A., II.
"Machiavelli Has a White Hat Too!" Michigan
Journal of Secondary Education, Winter 1967, pp. 27-28.
Moore, Sameul A., II.
"So We're Looking for a New Superintendent."
Michigan School Board Journal, March 1973, pp. 12-13.
Prentice, W. C. H.
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Reimer, Milton K.
"Areas of Concern for Comprehensive Community
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Roland, Leo J.
"Professional Preparation of Junior College
Administrators."
Junior College Journal, October 1953,
pp. 73-79.
Sims, Howard D.
"The President as Money Manager," Community and
Junior College Journal, April 1978, pp. 20-24.
Tannenbaum, Robert and Schmidt, H. Warren.
"How to Choose a Leader­
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Vaughan, George B.
"The President as Mentor," Community and Junior
College Journal, April 1978, pp. 10-13.
Wygal, Benjamin A.
"The President as Manipulator," Community and
Junior College Journal, April 1978, pp. 8-9.

Unpublished Materials
Bernthal, Wilmar F.
"Organizational Leadership:
Some Conceptual
Models." Paper presented at Mountain-Plains Institute for
new presidents of community colleges, Scottsdale, Arizona,
5 May 1969.
Brickell, Henry M.
"What to Look for in a Good Graduate School."
Paper presented at National EPD 552 Seminar, Atlantic City,
New Jersey, 2 December 19 77.
Cave, David A.
"A Critical Study of the Leader Behavior of School
Administrators in Conflict with Teacher's Unions." Ph.D.
dissertation, Michigan State University, 1967.
Cosand, Joseph P. and others.
"A Community College President— What's
That?" Paper (major address) presented at annual convention
of American Association of Community and Junior Colleges,
Seattle, Washington, 16 April 1975.

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Daenzer, John A.
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dissertation, Michigan State University, 1976.
Deloache, Dan Franklin.
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of the Office of College Presidents."
Ph.D. dissertation,
Oklahoma University, 1969.
Eisenbise, Merlin Edwin.
"Administrative Organization and Operational
Patterns in Junior Colleges of California." Ph.D. dissertation,
University of Connecticut, 1963.
Harms, John Nicholas.
"The President's Role in a Selected Number of
Community Junior Colleges in Seven Midwestern States." Ph.D.
dissertation, Montana State University, 1975.
Hellyer, Lyle Adrian.
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LaVire, Willis Alvin.
"The Critical Tasks for the Public Junior
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of Florida, 1961.
Mackey, Miles Danley.
"Perceptions of Chief Executive Officers of
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Ph.D. dissertation, Arizona State
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Massey, James William.
"The Role of the Chief Executive in Univer­
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Ph.D. dissertation,
University of Mississippi, 1969.
Mazzara, Andrew.
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Occupational Education in Michigan Public Community Colleges
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Ronning, Rolf Ondeck.
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Roueche, John E.
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ERIC Document Reproduction Service,
ED 022 430, 1968.
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ERIC
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Scott, Thomas Richard.
"The Role of the Illinois Public Community
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Shannon, William George.
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Stoutenburg, Herbert.
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Interview, 5 January 1978.

APPENDICES

149

APPENDIX A

MICHIGAN PUBLIC COMMUNITY AND
JUNIOR COLLEGES

150

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throughout

APPENDIX A

M IC H IG A N P U B L IC C O M M U N IT Y
AND

JU N IO R C O LLEG ES
1977-78

1

2
3
4
5

6
7

e
9

10
11
12

13
14
15
16

17
18
19

20
21

22
23

24
25
26
27
28
29

A lp e n a C om m unity C o lle g e
A lpena
B ay d e Noc C om m unity C o lle g e
Escanaba
C h a r l e s S t e w a r t M o tt C o m m u n i t y C o l l e g e
F lin t
D e lta C o lle g e
U n iv ersity C enter
G len O ak s C om m unity C o lle g e
C e n tre v ille
G o g eb ic C om m unity C o lle g e
Ironw ood
G rand R a p id s Ju nior C o lle g e
G rand R apids
H enry Ford C om m unity C o lle g e
D earborn
H ighland P ark C o lle g e
H ighland P ark
J a c k s o n C om m unity C o lle g e
Jackson
K a la m a z o o V a lle y C om m unity C o lle g e
K alam azoo
K ello g g C om m unity C o lle g e
B a ttle Creek
K irllan d C om m unity C o lle g e
R oscom m on
L a k e M ichigan C o lle g e
B e n to n Harbor
L a n s in g C om m unity C o lle g e
L an sin g
M acom b C ounty C om m unity C o lle g e
D i s tr i c t O f f ic e s . W arren
C e n t e r C a m p u s . Mt. C l e m e n s
S o u th C a m p u s . W arren
M id -M ichigan C o m m u n ity C o l le g e
H arriso n
M onroe C o u n ty C o m m u n ity C o l le g e
M onroe
M ontcalm C om m unity C o lle g e
Sidney
M u skegon C om m unity C o lle g e
M uskegon
N orth C e n tra l M ich ig an C o lle g e
P eto sk ey
N o rth w e s te rn M ich ig an C o lle g e
T ra v e rs e C ity
O ak la n d C om m unity C o lle g e
C e n tral O ffice, B lo o m field H ills
Auburn H ills C am p u s, Auburn H eig h ts
H ig h lan d L a k e s C a m p u s. U nion L a k e
O rch ard R id g e C a m p u s. F arm in g to n
S o utheast C am pus C enter, O ak Park
St. C l a i r C o u n t y C o m m u n i t y C o l l e g e
P o rt Huron
S choolcraft C o lle g e
L iv o n ia
S o u th w e s te r n M ich ig an C o lle g e
D ow ag iac
W ash ten aw C om m unity C o lle g e
A nn A rbor
W ayne C o u n ty C om m unity C o lle g e
D etroit
W est Shore C om m unity C o lle g e
S co ttv ille

151

APPENDIX B

THE QUESTIONNAIRE

152

APPENDIX
QUESTIONNAIRE

T H E T A SK S O F SE LE C T M ICHIGAN
C O M M U N IT Y COLLEGE PR ESID EN T S AND
H O W T H E Y VARY AS A FUNCTION OF
D IF F E R E N T STRUCTURAL CH A RA CTERISTICS
O F T H E CO M M U N IT Y COLLEGE

A DISSERTATION
by
R o d g e r J . E ck h ard t

1978
M ichigan S ta te U niversity

153

154

INSTRUCTIONAL MANAGEMENT
PERFORMANCE
SCALE
Check one
I AD- I
MIN- DO
I
ISNOT
DO
TER
DO
IT
IT
IT

IMPORTANCE SCALE
Circle one Response

TASK

MI

I

U

LI

Guide che activities of the Dean(s) for Instruction.

5

4

3

2

Approve the rues ter schedule of course offerings.

5

4

3

2

Coordinate the development of a master schedule of
course offerings.

5

4

3

2

Approve requests to state or federal authorities for
vocational education funds.

5

4

3

2

Develop requests to state or federal authorities for
vocational education funds.

5

4

3

2

Analyze budget recommendations from faculty for
budget development.

5

4

3

2

Approve purchase orders for Instructional equipment.

5

4

3

2

Approve purchase orders for Instructional materials.

5

4

3

2

Approve establishment of Instructional program entry
(prerequisites) and conpletlon requirements.

5

4

3

2

Guide the Integration and articulation of vocational
programs with the total educational programs.

5

4

3

2

Guide teaching staff In selecting and using effective
Instructional strategies, eg., Individualized
Instruction.

5

4

3

2

Teach class(es).

5

4

3

2

Guide the establishment of Lay Advisory Committees to
Identify new vocational/technical programs and course
needs.

5

4

3

2

Develop Lay Advisory Consulttees to identify new
vocational/technical programs and course needs.

5

4

3

2

NI

1

155

STUDENT SERVICES M ANAGEM ENT
PERFORMANCE
SCALE
Check one
I AD- I
MIN- DO
I
ISNOT
DO
TER
DO
IT IT
IT

IMPORTANCE SCALE
Circle one Response

TASK

MI

I

I) LI

Oversee the activities of the Dean of Student
Services.

5

4

3

2

Coordinate student recruitment activities.

5

4

3

2

Coordinate school admission services.

5

4

3

2

Coordinate student Job placement and follow-up
services.

5

4

3

2

Coordinate extracurricular organizations and
activities.

5

4

3

2

Coordinate the establishment of student rules and
policies such as attendance and discipline.

5

4

3

2

Approve student loans and grant programs.

5

4

3

2

Coordinate work-study programs.

5

4

3

2

Approve selection of student services equipment/
supplies.

5

4

3

2

SI

156

B U S I N E S S A N D FINANCIAL M AN AGEMEN T
PERFORMANCE
SCALE
Check one
I AD- I
MIN- DO
I
ISNOT
DO
TER
DO
IT
IT
IT

IMPORTANCE SCALE
Circle one Response

TASK

MI

I

V

LI

5

4

3

2

_ _

___

___

___

___

_ _

Coordinate mlllage and bond Issues.

5

4

3

2

_ _

___

___

Locate sources of funds for programdevelopment and
operation.

5

4

3

2

___

___

Oversee the activity of the Business Manager.

5

4

3

2

___

___

Recommend financial policies.

5

4

3

2

Coordinate purchasing and payment procedures.

5

4

3

2

___ ___

Guide mil lege and bond IssueB.

____

___

Develop and regulate capital Inprovement budgets.

5

4

3

2

____

___

Develop long-range budgets based on total
requirements.

5

4

3

2

5

4

3

2

___

program

_____ Oversee the lnplementation of an appropriate
financial accounting system.

_ _

_____ _____ Analyze the cost of operating various Instructional
programs.

5

4

3

2

_____

____ _____ Approve selection of business office equipment/
supplies.

5

4

3

2

Approve work orders.

5

4

3

2

Coordinate the Investment of surplus funds.

5

4

3

2

Develop and maintain a petty cash fund.

5

4

3

2

___
___

___

________
___

___

_____

____ _____ Prepare local, state and federal reports.

5

4

3

2

_____

_____ __

5

4

3

2

Prepare and coordinate program budgets.

«

KI

157

PERFORMANCE
SCALE
Check one
I AD- I
KIN- DO
I
ISNOT
DO
TER
DO
IT
IT
IT

INST IT U T IO N A L P R O G R A M P L A N N I N G D E V E L O P M E N T
A ND EVALUATION

IMPORTANCE SCALE
Circle one Response
Ml

TASK

I

U

_____ ___

_____ Develop agenda for board meetings.

3

_____ ___

____ Coordinate development of board agenda.

3

___

3

___

Recommend program policies to the administration
and board.

LI

_____ _____ Coordinate implementation of board and administrative
policies.
_____ ____

Coordinate the development of long-range college goals.

5

4

3

___

___

Coordinate the revision of annual college goals.

5

4

3

___

___

Direct self-appraisal for regional accreditation.

5

4

3

___

___

_____ Coordinate an on-going college evaluation scheme.

5

4

3

___

___

___

5

4

3

____ Coordinate instructional program goals.

5

4

3

_ __

___

5

4

3

___

_____ Coordinate the selection of instruments
the instructional programs.

5

4

3

___

_____ Approve addition and deletion of courses.

5

4

3

___

___

Approve student services program goals.

5

4

3

___

___

Write student services program goals.

5

4

3

Coordinate plans for evaluating student services
programs.

5

4

3

____ ___

____ ____

Approve instructional program goals.

Coordinate planB for evaluating instructional programs.
for evaluating

_____ ___

___

Write official administrator evaluations.

5

4

3

___

___

Write official teacher classroom evaluations.

5

4

3

___

___

Write official support-staff evaluations.

5

4

3

Coordinate obtalnment of local, state and federal
services and resources for program development.

5

4

3

___

____ _ _ _

5

4

3

2

Guide program planning consistent with pertinent
legislation and manpower data.

5

4

3

2

Direct institutional research studies.

5

4

3

2

_____ _____ Write institutional research studies.

5

4

3

2

___

5

4

3

2

____ _____ Prepare proposals for funding new programs and
iimproving existing programs.
____ ___

___

___

_____ _ __

___

Guide program development and inprovemant consistent
with pertinent institutional research results.

NI

158

P E R S O N N E L MANAGEMENT
PERFORMANCE
SCALE
Check one
X AD- I
KIN- DO
I
ISHOT
DO
TKR
DO
IT
IT
IT

_ _

IMPORTANCE SCALE
Circle one Response

TASK
Conduce staff meetings.

4

___

Prepare end recooaend personnel policies.

4

___

___

I

___

_ _ Prepare

___

MI

4

4

staffing requirements.

4

___

Approve Job descriptions.

___

Develop staff selection andrecruitment

___

Recruit and Interview potential administrators.

_ __ Recruit

LI

4

and maintain a personnel handbook.

Coordinate comunlcatlon schemes designed to keep
staff Informed.

_ _ Analyze

U

4

procedures.

4
4

and Interview potential faculty.

4

___ Recommend employment of administrators and faculty
to board.
_ _

___

Evaluate administrator performance.

5

4

3

2

_ _

___

Approve administrator work loads.

5

4

3

2

5

4

3

2

Analyze and apply affirmative action laws and
regulations.

5

4

3

2

Oversee the application of licensing and
certification regulations.

5

4

3

2

___

Analyze and apply labor laws and regulations.

5

4

3

2

___

Guide the administrators on legal matters which
affect college programs.

5

4

3

2

___

___

_____ Approve administrator leaves, vacations, and
sabbaticals.
___

____ ___

HI

159
PERFORMANCE
SCALE
Chock one
I AD- I
MIN- DO
I
ZSNOT
DO
TER
DO
IT
IT
IT
___

___ ___

FACILITIES A N D EQUIPM ENT M ANAGEMENT
IMPORTANCE SCALE
Circle one Response

TASK

MI

I

U

LI

Analyze the need for physical facilities.

5

4

3

2

___ Develop long-range facility and equipmentplans.

5

4

3

2

_____ ___ Reconmend the selection of an architect.

5

4

3

2

_____ _____ Direct architectural planning.

5

4

3

2

5

4

3

2

_____ ____ Reconmend building sites.

5

4

3

2

_____

_____ _____ Analyze building and equipment contract bids.

5

4

3

2

___

____ ___ Oversee the construction of facilities.

5

4

3

2

_ __ ___ Reconmend acceptance of new building.

5

4

3

2

_____

________

Conduct land and facility feasibility studies.

___

___

Approve and submit renovation and alteration piano
to the board.

5

4

3

2

_____ ___

___

Develop emergency plans for fire and disasters.

5

4

3

2

___

___

Direct reviews of safety programs.

5

4

3

2

____ Develop and oversee a security program.

5

4

3

2

___

5

4

3

2

4

3

2

5

4

3

2

5

4

3

2

5

4

3

2

5

4

3

2

_____ ___
___
_____ ___

Oversee the dally maintenance and upkeep of grounds.

_ __ Oversee the dally maintenance and upkeep offacilities.

____ _____ Oversee college cafeteria services.
___
____

_ _

Coordinate equipment Inventories.

___ _____ Locate vending services.
___

___

Schedule community's use of facilities.

5

NI

160

STAFF D E V E L O P M E N T
PERFORMANCE
SCALE
Check one
I AD- I
MIN- DO
I
ISNOT
DO
TER
DO
IT
IT
IT

IMPORTANCE SCALE

Circle one Response

TASK

MI

I

U

LI

Guide staff regarding professional development needs.

5

4

3

2

Coordinate workshops and other In-service programs
for professional personnel.

5

4

3

2

Coordinate staff exchanges with business and Industry.

5

4

3

2

Oversee preservice programs for administrators.

5

4

3

2

Oversee preservice programs for faculty.

5

4

3

2

Evaluate staff development programs.

5

4

3

2

Oversee ln-servlce programs for support personnel.

5

4

3

2

Develop a staff learning resources center.

5

4

3

2

NI

161

PERFORMANCE
SCALE
Check one
X AD- I
MIN- DO
I
XSNOT
DO
TER
DO
IT
IT
IT

P R O F E S S I O N A L R E L A T IO N S A N D
SELF D E V E L O P M E N T

IMPORTANCE SCALE
Circle one Response

TASK

_____ Develop end maintain professional
with other college presidents.

MI

relationships

5

I

A

3

2

___

Develop and maintain professional relationships
with faculty.

5

_ _

___

Develop and maintain professional relationships
with state department of education personnel.

5

A

3

2

____

___

Develop and maintain professional relationships
with administrators.

5

A

3

2

___

___

Develop and maintain relationships with personnel
in professional organizations.

5

A

3

2

___

__

Participate in professional organizations.

5

A

3

2

___

3

LI

___

___

A

U

2

___

_ __

Participate in the development of state and/or
federal plans for vocational education.

5

A

3

2

___

_____

Participate in the development of vocational
education legislation.

5

A

3

2

____

___

Develop policy and conmendatlon statements.

5

A

3

2

__

___

Write articles and materials for journals and
other professional media.

5

A

3

2

__

___

Coordinate management by objectives with personal
work assignments.

5

A

3

2

_ _

_ _

__

Develop and inclement administrator and/or faculty
appraisal of president.

5

A

3

2

_ _

__

___

A

3

2

_____

Participate in the sabbatical program for professional
personnel.

5

NI

162
PERFORMANCE
SCALE
Check one
I AD- I
MIN- DO
Z
ISMOT
DO
TER
DO
IT IT
IT

SCHO O L AN D C O M M U N I T Y RE LA TION S
IMPORTANCE SCALE
Circle one Response
MI

TASK

I

U

LI

_____ ___

Coordinate a plan for promoting good public relations.

5

4

3

2

___

___

Develop and reconsnend public relations and conaunlcatlons policies.

5

4

3

2

_____ ___

___

Evaluate the public relations program.

5

4

3

2

Develop and coordinate the activities of a conmunity
advisory council.

5

4

3

2

____ _____ ___

___

___

Develop and coordinate the activities of the
vocational advisory committees.

5

4

3

2

___

___

Conduct informational programs for the public.

5

4

3

2

___

_____ Coordinate Informational programs for the public,
eg., open house, career awareness, etc.

5

4

3

2

___

_____ Participate, upon request, In doctoral studies and
other surveys.

___

___

____ _ _

_ _

_ _

___

___

_ _

5

4

3

Write news releases for college and area media.

5

4

3

___

Wrlve script for local radlo/televlslon programs.

5

4

3

___

___

Participate in community organizations.

5

4

3

___

___

Participate In public presentations on college
programs and activities.

5

4

3

___

___

Conduct public hearings and meetings on college Issues.

5

4

3

___

_ _

Participate In local millage Issues.

5

4

3

___

___

Approve cooperative agreonents with other agencies.

5

4

3

5

4

3

Participate on radlo/televlslon programs.

___ _ _ _ Prepare cooperativeagreements with other

agencies.

_ _

_____ _____ Evaluate Informal feedback about the college.

5

4

3

___

___ _ _ _ Conduct orientation programs for faculty

5

4

3

Conduct recognition programs for students, staff,
and community supporters.

5

4

3

Conduct orientation programs for students.

5

4

3

____ Conduct orientation programs for administrators.

5

4

3

5

4

3

5

4

3

5

4

3

___

___

____ ___
_____ ___

_____ _____ Conduct orientation programs for faculty.
___

___

Conduct alunnl relations program.

___

_____ Participate In meetings for district superintendents.

NI

163
PERFORMANCE
SCALE
Check one
I AD- I
MIN- DO
I
ISNOT
DO
TER
DO
IT
IT
IT

COLLECTIVE B A R G AIN IN G
IMPORTANCE SCALE
Circle one Response

TASK

MI

I

Participate as chief negotiator during collective
bargaining.

5

4

Participate at the table as negotiator during
collective bargaining.

5

Participate as back-up team member during collective
bargaining.

U

LI

NI

3

2

1

4

3

2

1

5

4

3

2

1

Develop collective bargaining strategy with board.

5

4

3

2

1

Oversee other administrators in response to grievance
at step 1 and 2 (president level).

5

4

3

2

1

Prepare response to grievance at step 3 (president
level).

5

4

3

2

1

APPENDIX C

QUESTIONNAIRE ADDITIONS

164

APPENDIX C

QUESTIONNAIRE ADDITIONS

Business and Financial Management

Guide bond issues.
Coordinate bond issues.

Personnel Management

Write job descriptions.

Collective Bargaining

Develop collective
bargaining
parameters with
board.

165

APPENDIX D

TASK CLUSTERS

166

APPENDIX D

TASK CLUSTERS AND NUMBER OF TASKS PER CLUSTER

Cluster
Number

Cluster
Title

No. of Tasks
Per Cluster

1

Instructional Management

2

Student Services Management

3

Business and Financial Management

18

4

Institutional Program Planning Development
and Evaluation

25

5

Personnel Management

18

6

Facilities and Equipment Management

19

7

Staff Development

8

Professional Relations and Self
Development

13

School and Community Relations

25

9

Collective Bargaining

10

Total

14
9

8

7

156

NOTE:
A total of four tasks were added to clusters 3, 5 and 10
during the first interview, making the task total 156 instead of the
152 shown on the questionnaire.

167

APPENDIX E

TWELVE OPEN QUESTIONS

168

APPENDIX E

TWELVE OPEN QUESTIONS

Question
Number

Question

1.

Disregarding the number of tasks that you checked in any
particular cluster, is there any one cluster or are there
two or more clusters which are of greater importance than
the rest?

2.

Would you indicate your perceptions of why you would
choose to do something yourself rather than administer it?

3.

In your judgement what gives a task importance?

4.

You have indicated those tasks which you believe to be of
major importance.
Are there any of these which stand out
as being more important than the others?

5.

Do you believe that the tasks you perform as a president
will vary with the size of your college as measured in
FYES?

6.

Do you believe that the tasks you perform as a president
will vary with the number of full-time administrators?

7.

Do you believe that the tasks you perform as a president
will vary with the number of total faculty?

8.

Do you believe that the tasks you perform as a president
will vary with the number of years experience as a
community college president?

9.

Do you believe that the tasks you perform as a president
will vary with the duration of the collective bargaining
agreement?

10.

Do you believe that the tasks you perform as a president
will vary with another or other structural characteristics
which we haven't mentioned?

11.

Which external force(s) do you perceive as having the
greatest impact upon your task performance?

12.

How would you define "Michigan Community College
President"?

169

APPENDIX F

QUESTIONNAIRE DIRECTIONS AND DEFINITIONS

170

APPENDIX F

DIRECTIONS AMD DEFINITIONS

DIRECTIONS FOR COMPLETING THE TASK CLUSTER QUESTIONNAIRE
This questionnaire contains tasks, grouped Into clusters which
night be performed by you as a community college president. You
are requested to:
1. Place an (X) In the space provided at the left
of each task to Indicate your performance.
2. Circle the appropriate number provided at the
right of each task to Indicate the task
lnportance.
PERFORMANCE SCALE
I DO IT. (I do It myself or with others)
I ADMINISTER IT. (I manage or supervise Its execution through others)
I DO NOT DO IT.
HgQRTANCE SCALE
THIS SCALE IS USB) TO INDICATE HOW IMPORTANT IT IS THAT THE PRESIDENT
PERFORM THE TASKS.
5

(MI)

Major lnportance

The task performance Is of major
Importance to the role of president.

4

(I)

Important

The task performance Is Important
to the role of president.

3

(U)

Importance Undecided

2

(LI)

Little Importance

The task performance Is of little
lnportance to the role of president.

1

(NI)

No Importance

The task performance is of no
lnportance to the role of president.

DIRECTIONS UPON COMPLETION OP A CLUSTER
Upon completion of each task cluster, please comment on the overall
cluster and suggest the addition of any task(B) you deem necessary
to finalize the cluster's conprehenslveness.

171

APPENDIX G

LETTER OF APPRECIATION

172

APPENDIX G

LETTER OF APPRECIATION

Route 4, Diana Drive
Sturgis, Michigan
49091
June 26, 1978

The data for completing the task analysis of the Michigan community
college presidents have been collected and are currently being
analyzed.
Your contribution to the development of the data base will be a
tremendous asset to future research work and to universities
responsible for training administrators and top college executives.
Many people - administrators, faculty, students, the public, and
even some college board members have wondered:
"What does the
community college president do?"
Your responses to the questionnaire/
interview will help answer this question.
I hope my dissertation will be of the caliber that will induce you
to believe that your time with me was well spent.
Upon completion
of the dissertation I will send you a summary of the results.
Thank you for your patience and assistance.
Sincerely yours,

Rodger Eckhardt
RE: jw

173

APPENDIX H

DISTRIBUTION OF TASKS ACCORDING
TO PERFORMANCE

174

APPENDIX H

DISTRIBUTION OF TASKS ACCORDING TO PERFORMANCE

TABLE HI.— RANK ORDER OF "I DO IT" TASKS BY CLUSTER, ACCORDING TO THE NUMBER OF PRESIDENTS
PERFORMING TASKS

Tasks

Cluster
Number

No. of Pre­
sidents Per­
forming Task

Recommend financial policies

3

5

Recommend program policies to the administration and board

4

5

Recruit and interview potential administrators

5

5

Evaluate administrator performance

5

5

Approve administrator work loads

5

5

Approve administrator leaves, vacations and sabbaticals

5

5

Guide the administrators on legal matters which affect college programs

5

5

Develop and maintain professional relationships with other college
presidents

8

5

Develop and maintain professional relationships with state department
of education personnel

8

5

Develop and maintain professional relationships with administrators

8

5

Participate in professional organizations

8

5

TABLE Hl-Continued

Tasks

Cluster
Number

No. of Pre­
sidents Per­
forming Task

Develop policy and commendation statements

8

5

Participate, upon request, in doctoral studies and other surveys

9

5

Participate in community organizations

9

5

Participate in public presentations on college programs and activities

9

5

Evaluate informal feedback about the college

9

5

Participate in meetings for district superintendents

9

5

Approve requests to state or federal authorities for vacational
education funds

•1

4

Oversee the activites of the Dean of Student Services

2

4

Guide millage issues

3

4

Oversee the activity of the Business Manager

3

4

Develop agenda for Board meetings

4

4

Recommend program policies to the administration and board

4

4

Coordinate the development of long-range college goals

4

4

Coordinate the revision of annual college goals

4

4

TABLE Hl-Continued

Cluster
Number

No. of Pre­
sidents Per­
forming Task

Write official administrator evaluations

4

4

Write official support-staff evaluations

4

4

Conduct staff meetings

5

4

Analyze staffing requirements

5

4

Write job descriptions

5

4

Approve and submit renovation and alteration plans to the board

6

4

Guide staff regarding professional development needs

7

4

Develop and maintain relationships with personnel in professional
organizations

8

4

Conduct informational programs for the public

9

4

Participate on radio/television programs

9

4

Approve cooperative agreements with other agencies

9

4

Conduct orientation programs for administrators

9

4

Participate as back-up team member during collective bargaining

10

4

Develop collective bargaining strategy with board

10

4

Develop collective bargaining parameters with board

10

4

Tasks

TABLE Hl-Continued

Cluster
Number

No. of Pre­
sidents Per­
forming Task

10

4

Guide the activities of the Dean(s) for Instruction

1

3

Guide bond issues

3

3

Coordinate millage issues

3

3

Locate sources of funds for program development and operation

3

3

Develop and regulate capital improvement budgets

3

3

Develop long-range budgets based on total program requirements

3

3

Coordinate development of board agenda

4

3

Prepare and recommend personnel policies

5

3

Approve job descriptions

5

3

Recommend employment of administrators and faculty to board

5

3

Analyze the need for physical facilities

6

3

Develop long-range facility and equipment plans

6

3

Direct architectural planning

6

3

Tasks
Prepare response to grievance at step 3 (President level)

TABLE Hi-Continued

Tasks

Cluster
Number

No. of Pre­
sidents Per­
forming Task

6

3

Develop and maintain professional relationships with faculty

8

3

Participate in the development of state and/or federal plans for
vocational education

8

3

Participate in the development of vocational education legislation

8

3

Coordinate management by objectives with personal work assignments

8

3

Coordinate a plan for promoting good public relations

9

3

Develop and recommend public relations and communications policies

9

3

Evaluate the public relations program

9

3

Participate in local millage issues

9

3

10

3

Approve establishment of instructional program entry (prerequisites) and
completion requirements

1

2

Approve student loans and grant programs

2

2

Approve selection of student services equipment/supplies

2

2

Oversee other administrators in response to grievance at step 1 and 2

179

Recommend acceptance of new building

TABLE Hl-Continued

Cluster
Number

No. of Pre­
sidents Per­
forming Task

Coordinate bond issues

3

2

Analyze the cost of operating various instructional programs

3

2

Approve selection of business office equipment/supplies

3

2

Coordinate an on-going college evaluation scheme

4

2

Approve instructional program goals

4

2

Coordinate obtainment of local, state and federal services and
resources for program development

4

2

Guide program development and improvement consistent with pertinent
institutional research results

4

2

Coordinate communication schemes designed to keep staff informed

5

2

Develop staff selection and recruitment procedures

5

2

Recruit and interview potential faculty

5

2

Recommend the selection of an architect

6

2

Conduct recognition programs for students, staff, and community
supporters

9

2

Tasks

TABLE Hl-Continued

Tasks

Cluster
Number

No. of Pre­
sidents Per­
forming Task

Develop requests to state or federal authorities for vocational
education funds

1

1

Analyze budget recommendations from faculty for budget development

1

1

Guide the integration and articulation of vocational programs with
the total educational programs

1

1

Teach class(es)

1

1

Direct self-appraisal for regional accreditation

4

1

Approve addition and deletion of courses

4

1

Guide program planning consistent with pertinent legislation and
man power data

4

1

Direct institutional research studies

4

1

Write institutional research studies

4

1

Recommend building sites

6

1

Oversee the construction of facilities

6

1

Develop emergency plans for fire and disasters

6

1

Coordinate workshops and other in-service programs for professional
personnel

7

1

TABLE Hl-Continued

Tasks

Cluster
Number

No. of Pre­
sidents Per­
forming Task

Evaluate staff development programs

7

1

Oversee in-service programs for support personnel

7

1

Develop a staff learning resources center

7

1

Write articles and materials for journals and other professional
media

8

1

Develop and implement administrator and/or faculty appraisal of
president

8

1

Develop and coordinate the activities of a community advisory council

9

1

Coordinate information programs for the public, e.g., open house,
career awareness, etc.

9

1

Conduct public hearings and meetings on college issues

9

1

Prepare cooperative agreements with other agencies

9

1

TABLE H2.~RANK ORDER OF

"I

ADMINISTER IT" TASKS, BY CLUSTER, ACCORDING TO THE NUMBER OF
PRESIDENTS PERFORMING TASKS

Coordinate Bond Issue

3

4

Prepare and coordinate program budgets

3

4

Direct self-appraisal for regional accreditation

4

4

Coordinate obtainment of local, state and federal services and
resources for program development

4

4

Guide program planning consistent with pertinent legislation and
manpower data

4

4

Analyze and apply affirmative action laws and regulations

5

4

Analyze and apply labor laws and regulations

5

4

Analyze budget recommendations from faculty for budget development

1

3

Guide Bond Issue

3

3

Develop long-range budgets based on total requirements

3

3

Coordinate the investment of surplus funds

3

3

Prepare local, state and federal reports

3

3

Tasks

183

Cluster
Number

No. of
Presidents
Administer­
ing Tasks

TABLE H 2-Continued

Cluster
Number

N o . of
Presidents
Administer­
ing Tasks

Coordinate an on-going college evaluation scheme

4

3

Approve student services program goals

4

3

Coordinate plans for evaluating student services programs

4

3

Prepare proposals for funding new programs and improving
existing programs

4

3

Prepare and maintain a personnel handbook

5

3

Develop staff selection and recruitment procedures

5

3

Oversee the application of licensing and certification regulations

5

3

Conduct land and facility feasibility studies

6

3

Coordinate workshops and other in-service programs for professional
personnel

7

3

Evaluate the public relations program

9

3

Coordinate informational programs for the public, e.g., open house,
career awareness, etc.

9

3

Prepare cooperative agreements with other agencies

9

3

Tasks

TABLE H2-Continued

Cluster
Number

No. of
Presidents
Administer­
ing Tasks

Guide the activities of the Dean(s) for Instruction

1

2

Guide the integration and articulation of vocational programs with the
total educational program

1

2

Coordinate student recruitment activites

2

2

Coordinate the establishment of student rules and policies such as
attendance and discipline

2

2

Coordinate millage issue

3

2

Locate sources of funds for program development and operation

3

2

Develop and regulate capital improvement budgets

3

2

Develop agenda for board meetings

4

2

Coordinate development of board agenda

4

2

Coordinate implementation of board and administrative policies

4

2

Coordinate the development of long-range college goals

4

2

Coordinate the revision of annual college goals

4

2

Coordinate instructional program goals

4

2

Write official administrator evaluations

4

2

Tasks

TABLE H2-Continued

NO. of
Presidents
Cluster
Administer________________________________ Tasks___________________________________ Number_______ing Tasks
Direct institutional research studies

4

2

Guide program development and improvement consistent with
pertinent institutional research results

4

2

Conduct staff meetings

5

2

Prepare and recommend personnel policies

5

2

Coordinate communication schemes designed to keep staffinformed

5

2

Approve job descriptions

5

2

5

2

Develop long-range facility and equipment plans

6

2

Direct architectural planning

6

2

Recommend building sites

6

2

Recommend acceptance of new building

6

2

6

2

Develop emergency plans for fire and disasters

6

2

Direct reviews of safety programs

6

2

Recommend employment of administrators and faculty

Approve and submit renovation and alteration plans

toboard

totheboard

TABLE H2-Continued

Cluster
Number

No. of
Presidents
Administer­
ing Tasks

Oversee preservice programs for administrators

7

2

Evaluate staff development programs

7

2

Develop and maintain professional relationships with faculty

8

2

Coordinate management by objectives with personal work assignments

8

2

Coordinate a plan for promoting good public relations

9

2

Develop and recommend public relations and communications policies

9

2

Write news releases for college and area media

9

2

Conduct public hearings and meetings on college issues

9

2

Approve cooperative agreements with other agencies

9

2

Conduct orientation programs for faculty

9

2

Conduct orientation programs for faculty

9

2

Conduct alumni relations program

9

2

10

2

Tasks

Oversee other administrators in response to grievance at step 1 and 2

Approve requests to state or federal authorities for vocational

TABLE H2-Continued

Cluster
Number

No. of
Presidents
Administer­
ing Tasks

1

1

Develop requests to state or federal authorities for vocational
education funds

1

1

Approve establishment of instructional program entry (prerequisites)
and completion requirements

1

1

Guide the establishment of lay advisory committees to identify new
vocational/technical programs and course needs

1

1

Develop lay advisory committees to identify new vocational/technical
programs and course needs

1

1

Oversee the activities of the Dean of Student Services

1

1

Guide millage issues

3

1

Oversee the activity of the Business Manager

3

1

Recommend financial policies

3

1

Oversee the implementation of an appropriate financial accounting
system

3

1

Analyze the cost of operating various instructional programs

3

1

Develop and maintain a petty cash fund

3

1

Tasks
education funds

TABLE H2-Continued

Cluster
Number

No. of
Presidents
Administer­
ing Tasks

Recommend program policies to the administration and board

4

1

Approve instructional program goals

4

1

Coordinate plans for evaluating instructional programs

4

1

Coordinate the selection of instruments for evaluating the
instructional programs

4

1

Approve addition and deletion of courses

4

1

Write official support staff evaluations

4

1

Analyze staffing requirements

5

1

Recruit and interview potential faculty

5

1

Evaluate administrator performance

5

1

Approve administrator leaves, vacations and sabbaticals

5

1

Guide the administrators on legal matters which affect college programs

5

1

Analyze the need for physical facilities

6

1

Recommend the selection of an architect

6

1

Analyze building and equipment contract bids

6

1

Tasks

TABLE H2-Continued

Cluster
Number

No. of
Presidents
Administer­
ing Tasks

Oversee the construction of facilities

6

1

Develop and oversee a security program

6

1

Schedule community's use of facilities

6

1

Guide staff regarding professional development needs

7

1

Coordinate staff exchanges with business and industry

7

1

Oversee in-service programs for support personnel

7

1

Develop and maintain professional relationships with other
college presidents

8

1

Develop and maintain professional relationships with state
department of education personnel

8

1

Develop and maintain professional relationships with administrators

8

1

Develop and maintain relationships with personnel in professional
organizations

8

1

Participate in professional organizations

8

1

Develop policy and commendation statements

8

1

Write articles and materials for journals and other professional media

8

1

Tasks

TABLE H2-Continued

Tasks

Cluster
Number

Conduct informational programs for the public

9

Participate in radio/television programs

9

Write script for local radio/television programs

9

Participate in community organizations

9

Participate in public presentations on college programs and activities

9

Participate in local millage issues

9

Evaluate informal feedback about the college

9

Conduct recognition programs for students, staff and community
supporters

9

Participate in meetings for district superintendents

9

Develop collective bargaining strategy with the board

10

No. of
Presidents
Admin stering Tasks

TABLE H3.— RANK ORDER OF "I DO NOT DO IT" TASKS, BY CLUSTER, ACCORDING TO THE NUMBER OF
PRESIDENTS PERFORMING TASKS

No. of Pre­
sidents Not
Cluster
Administer_______________________________ Tasks___________________________________ Number_______ ing Tasks
Approve the master schedule of course offerings

1

6

Coordinate the development of a master schedule of course offerings

1

6

Approve purchase orders for instructional equipment, etc.

1

6

Approve purchase orders for instructional materials

1

6

Guide teaching staff in selecting and using effective instructional
strategies, e.g., individualized instruction

1

6

Coordinate school admission services

2

6

Coordinate student job placement and follow-up services

2

6

Coordinate extracurricular organizations and activities

2

6

Coordinate work-study programs

2

6

Coordinate purchasing and payment procedures

3

6

Approve work orders

3

6

Write student services program goals

4

6

Write official teacher classroom evaluations

4

6

Oversee the daily maintenance and upkeep of grounds

6

6

TABLE H3-Continued

Cluster
Number

No. of Pre­
sidents Not
Administer­
ing Tasks

Oversee the daily maintenance and upkeep of facilities

6

6

Oversee college cafetoria services

6

6

Coordinate equipment inventories

6

6

Locate vending services

6

6

Oversee preservice programs for faculty

7

6

Participate in the sabbatical program for professional personnel

8

6

Develop and coordinate the activities of the vocational advisory
committees

9

6

Conduct orientation programs for students

9

6

Participate as chief negotiator during collective bargaining

10

6

Participate at the table as negotiator during collective bargaining

10

6

Teach class(es)

1

5

Guide the establishment of lay advisory committees to identify new
vocational/technical programs and course needs

1

5

Tasks

TABLE H3-Continued

Cluster
Number

No. of Pre­
sidents Not
Administering Tasks

Develop lay advisory committees to identify new vocational/technical
programs and course needs

1

5

Oversee the implementation of an appropriate financial accounting system

3

5

Develop and maintain a petty cash fund

3

5

Coordinate plans for evaluating instructional programs

4

5

Coordinate the selection of instruments for evaluating the
instructional programs

4

5

Write institutional research studies

4

5

Analyze building and equipment contract bids

6

5

Develop and oversee a security program

6

5

Schedule community's use of facilities

6

5

Coordinate staff exchanges with business and industry

7

5

Develop a staff learning resources center

7

5

Develop and implement administrator and/or faculty appraisal of
president

8

5

Develop and coordinate the activities of a community advisory council

9

5

Tasks

TABLE H3-Continued

Cluster
Number

No. of Pre­
sidents Not
Administer­
ing Tasks

Write script for local radio/television programs

9

5

Develop requests to state or federal authorities for vocational
education funds

1

4

Coordinate student recruitment activites

2

4

Coordinate the establishment of student rules and policies such as
attendance and discipline

2

4

Approve student loans and grant programs

2

4

Approve selection of student services equipment/supplies

2

4

Approve selection of business office equipment/supplies

3

4

Coordinate instructional program goals

4

4

Approve addition and deletion of courses

4

4

Oversee the construction of facilities

6

4

Direct reviews of safety programs

6

4

Oversee preservice programs for administrators

7

4

Oversee in-service programs for support personnel

7

4

Tasks

TABLE H3-Continued

Cluster
Number

No. of Pre­
sidents Not
Administer­
ing Tasks

Write articles and materials for journals and other professional media

8

4

Write news releases for college and area media

9

4

Conduct orientation programs for faculty

9

4

Conduct alumni relations program

9

4

Approve establishment of instructional program entry (prerequisites) and
completion requirements

1

3

Guide the integration and articulation of vocational programs with the
total educational programs

1

3

Analyze the cost of operating various instructional programs

3

3

Coordinate the investment of surplus funds

3

3

Prepare local, state and federal reports

3

3

Approve instructional program goals

4

3

Approve student services program goals

4

3

Coordinate plans for evaluating student services programs

4

3

Prepare proposals for funding new programs and improving existing
programs

4

3

Tasks

TABLE H3-Continued

Cluster
Number

No. of Pre­
sidents Not
Administer­
ing Tasks

Direct institutional research studies

4

3

Prepare and maintain personnel handbook

5

3

Recruit and interview potential faculty

5

3

Oversee the application of licensing and certification regulations

5

3

Recommend the selection of an architect

6

3

Conduct land and facility feasibility studies

6

3

Recommend building sites

6

3

Develop emergency plans for fire and disasters

6

3

Evaluate staff development programs

7

3

Participate in the development of state and/or federal plans for
vocational education

8

3

Participate in the development of vocational education legislation

8

3

Conduct public hearings and meetings on college issues

9

3

Conduct recognition programs for students, staff and community
supporters

9

3

Tasks

TABLE H3-Continued

Tasks

Cluster
Number

No. of Pre­
sidents Not
Administer­
ing Tasks

Analyze budget recommendations from faculty for budget development

1

2

Prepare and coordinate program budgets

3

2

Guide program development and improvement consistent with pertinent
institutional research results

4

2

Coordinate communication schemes designed to keep staff informed

5

2

Write job descriptions

5

2

Analyze and apply affirmative action laws and regulations

5

2

Analyze and apply labor laws and regulations

5

2

Analyze the need for physical facilities

6

2

Coordinate workshops and other in-service programs for professional
personnel

7

2

Coordinate informational programs for the public, e.g., open house,
career awareness, etc.

9

2

Participate in local millage issues

9

2

Prepare cooperative agreements with other agencies

9

2

Conduct orientation programs for administrators

9

2

TABLE H3-Continued

Cluster
Number

No. of Pre­
sidents Not
Administer­
ing Tasks

Participate as back-up team member during collective bargaining

10

2

Develop collective bargaining parameters with board

10

2

Prepare response to grievance at step 3 (President level)

10

2

Guide the activities of the Dean(s) for Instruction

1

1

Approve requests to state or federal authorities for vocational
education funds

1

1

Oversee the activities of the Dean of Student Services

2

1

Guide millage issues

3

1

Coordinate millage issues

3

1

Locate sources of funds for program development and operation

3

1

Oversee the activity of the Business Manager

3

1

Develop and regulate capital improvement budgets

3

1

Coordinate development of board agenda

4

1

Direct self-appraisal for regional accreditation

4

1

Tasks

TABLE H3-Continued

No. of Pre­
sidents Not
Cluster
AdministerTasks___________________________________ Number_______ ing Tasks
4

Write official support-staff evaluations

4

Guide program planning consistent with pertinent legislation and
manpower data

4

Prepare and recommend personnel policies

5

Analyze staffing requirements

5

Approve job descriptions

5

Develop staff selection and recruitment procedures

5

Recruit and interview potential administrators

5

Recommend employment of administrators and faculty to board

5

Approve administrator work loads

5

Develop long-range facility and equipment plans

6

Direct architectural planning

6

Recommend acceptance of new building

6

Guide staff regarding professional development needs

7

1

200

Coordinate an on-going college evaluation scheme

TABLE H3-Continued

Cluster
Number

No. of Pre­
sidents Not
Administer­
ing Tasks

Develop and maintain professional relationships with faculty

8

1

Develop and maintain professional relationships with personnel in
professional organizations

8

1

Coordinate management by objectives with personal work assignments

8

1

Coordinate a plain for promoting good public relations

9

-A.

Develop and recommend public relations and communications policies

9

1

Conduct informational programs for the public

9

1

Participate, upon request, in doctoral studies and other surveys

9

1

Participate on radio/television programs

9

1

Develop collective bargaining strategy with board

10

1

Oversee other administrators in response to grievance at step 1 and 2
(President level)

10

1

Tasks

1

APPENDIX I

RANK OF TASKS, PER CLUSTER, ACCORDING
TO PERCEIVED IMPORTANCE
OF TASK CLUSTER

202

APPENDIX I

RANK OF TASKS, PER CLUSTER, ACCORDING TO PERCEIVED IMPORTANCE OF TASK PERFORMANCE

TABLE II.— RANK OF TASKS ACCORDING TO IMPORTANCE OF TASK PERFORMANCE:
MANAGEMENT CLUSTER

INSTRUCTIONAL

Task

Guide the activities of the Dean(s) for Instruction
203

Approve requests to state or federal authorities for vocationaleducation funds

Mean
Score

4.33
4.17

Rank

1
2.5

Approve establishment of instructional program entry (prerequisites) and
completion requirements

4.17

2.5

Guide the integration and articulation of vocational programs with the total
educational programs

3.83

4

Analyze budget recommendations from faculty for budget development

3.67

5

Develop requests to state or federal authorities for vocationaleducation funds

2.67

6

Guide teaching staff in selecting and using effective instructional strategies,
e.g., individualized instruction

2.33

7

Approve the master schedule of course offerings

2.17

8.5

Coordinate the development of a master schedule of course offerings

2.17

8.5

Guide the establishment of Lay Advisory Committees to identify new
vocational/technical programs and course needs

2.00

10

TABLE II-Continued

Mean
Score

Rank

Teach class(es)

1.83

11.5

Develop Lay Advisory Committees to identify new vocational/technical
programs and course needs

1.83

11.5

Approve purchase orders for instructional equipment

1.33

13.5

Approve purchase orders for instructional materials

1.33

13.5

Task

204

NOTE:

Mean score for tasks was calculated using the following formula:
MI(f) + 1(f) + U(f) + LI(f) + NI(f)
,
r T
,
------------------------------------ : where MI=5; 1=4; U=3; LI=2; and NI=1.
D

TABLE 12.— RANK OF TASKS ACCORDING TO IMPORTANCE OF TASK PERFORMANCE:
MANAGEMENT CLUSTER

Task

STUDENT SERVICES

Mean
Score

Rank

4.17

1

Coordinate student recruitment activities

3.33

2

Coordinate the establishment of student rules and policies such as
attendance and discipline

2.67

3

Approve student loans and grant programs

2.50

4

Approve selection of student services equipment/supplies

2.00

5

Coordinate extracurricular organizations and activities

1.83

6

Coordinate student job placement and follow-up services

1.67

7

Coordinate school admission services

1.33

8

Coordinate work-study programs

1.17

9

205

Oversee the activities of the Dean of Student Services

TABLE 13.— RANK OF TASKS ACCORDING TO IMPORTANCE OF TASK PERFORMANCE:
MANAGEMENT CLUSTER

BUSINESS AND FINANCIAL

Task

Mean
Score

Rank

5.00

1

Develop long-range budgets based on total program requirements

4.83

2

Guide bond issues

4.67

3

Coordinate bond issues

4.50

5

Locate sources of funds for program development and operation

4.50

5

Develop and regulate capital improvement budgets

4.50

5

Guide millage issues

4.33

7.5

Oversee the activity of the Business Manager

4.33

7.5

Coordinate millage issues

4.17

9

Prepare and coordinate program budgets

3.83

10

Analyze the cost of operating various instructional programs

3.67

11

Coordinate the investment of surplus funds

3.17

12.5

Prepare and coordinate program budgets

3.17

12.5

Oversee the implementation of an appropriate financial accounting system

2.67

14

Approve selection of business office equipment/supplies

2.50

15

206

Recommend financial policies

TABLE I3-Continued

Task

Mean
Score

Rank

Coordinate purchasing and payment procedures

2.17

16

Develop and maintain a petty cash fund

1.17

17

Approve work orders

1.00

18

TABLE 14.— RANK OF TASKS ACCORDING TO IMPORTANCE OF TASK PERFORMANCE:
PLANNING DEVELOPMENT AND EVALUATION CLUSTER

INSTITUTIONAL PROGRAM

Task

Mean
Score

Rank

5.00

4

Recommend program policies to the administration and board

5.00

4

Coordinate implementation of board and administrative policies

5.00

4

Coordinate the development of long-range college goals

5.00

4

Coordinate the revision of annual college goals

5.00

4

Coordinate an on-going college evaluation scheme

5.00

4

Write official administrator evaluations

5.00

4

Direct self-appraisal for regional accreditation

4.83

8

Coordinate obtainment of local, state and federal services and resources
for program development

4.50

9.5

Guide program planning consistent with pertinent legislation and manpower data

4.50

9.5

Coordinate development of board agenda

4.33

11.5

Guide program development and improvement consistent with pertinent
institutional research results

4.33

11.5

Write official support-staff evaluations

3.83

13.5

Direct institutional research studies

3.83

13.5

208

Develop agenda for board meetings

TABLE 14-Continued

Task

Mean
Score

Rank

3.50

15

Approve student services program goals

3.33

16.5

Prepare proposals for funding new programs and improving existing programs

3.33

16.5

Coordinate plans for evaluating student services programs

3.17

18

Coordinate plans for evaluating instructional programs

3.00

19.5

Approve addition and deletion of courses

3.00

19.5

Coordinate instructional program goals

2.83

21

Write official teacher classroom observations

2.50

22

Write institutional research studies

2.33

23

Coordinate the selection of instruments for evaluating the instructional
programs

2.17

24

Write student services program goals

1.33

25

209

Approve instructional program goals

TABLE 15.— RANK OF TASKS ACCORDING TO IMPORTANCE OF TASK PERFORMANCE:
CLUSTER

PERSONNEL MANAGEMENT

Task

Mean
Score

Rank

Recruit and interview potential administrators

5.00

1.5

Evaluate administrator performance

5.00

1.5

Conduct staff meetings

4.83

4

Prepare and recommend personnel handbook

4.83

4

Analyze staffing requirements

4.83

4

Develop staff selection and recruitment procedures

4.67

6.5

Approve administrator work loads

4.67

6.5

Approve job descriptions

4.50

8.5

Guide the administrators on legal matters which affects college programs

4.50

8.5

Coordinate communications schemes designed to keep staff informed

4.33

10.5

Write job descriptions

4.33

10.5

Recommend employment of administrators and faculty to board

4.17

13

Approve administrator leaves, vacations and sabbaticals

4.17

13

Analyze and apply affirmative action laws and regulations

4.17

13

Analyze and apply labor laws and regulations

4.00

15

TABLE I5-Continued

Task

Mean
Score

Rank

Recruit and interview potential faculty

3.50

16

Prepare and maintain personnel handbook

3.33

17

Oversee the application of licensing and certification regulations

3.00

18

TABLE 16.— RANK OF TASKS ACCORDING TO IMPORTANCE OF TASK PERFORMANCE:

FACILITIES AND

EQUIPMENT MANAGEMENT CLUSTER

Task

Mean
Score

Rank

Develop long-range facility and equipment plans

4.83

1

Recommend acceptance of new building

4.67

2.5

Approve and submit renovation and alterationplans to the board

4.67

2.5

Direct architectural planning

4.50

4

Analyze the need for physical facilities

4.33

5

Recommend building sites

3.67

6

Recommend the selection of an architect

3.50

7

Conduct land and facility feasibility studies

3.33

9

Oversee the construction of facilities

3.33

9

Develop emergency plans for fire and disasters

3.33

9

Schedule community's use of facilities

2.83

11

Analyze building and equipment contractbids

2.67

13

Direct reviews of safety programs

2.67

13

Develop and oversee a security program

2.67

13

Oversee the daily maintenance and upkeep of grounds

2.33

16.5

TABLE 16-Continued

Mean
Score

Rank

Oversee the daily maintenance and upkeep of facilities

2.33

16.5

Oversee college cafeteria services

2.33

16.5

Coordinate equipment inventories

2.33

16.5

Locate vending services

2.00

19

Task

213

TABLE 17.— RANK OF TASKS ACCORDING TO IMPORTANCE OF TASK PERFORMANCE:

STAFF DEVELOPMENT CLUSTER

Task

Mean
Score

Rank

Guide staff regarding professional development needs

4.67

1

Coordinate workshops and other in-service programs for professional personnel

3.83

2

Oversee preservice programs for administrators

3.17

3.5

Evaluate staff development programs

3.17

3.5

Oversee in-service programs for support personnel

2.83

5

Coordinate staff exchanges with business and industry

2.67

6

Develop a staff learning resources center

2.33

7

Oversee preservice programs for faculty

1.50

8

TABLE 18.— RANK OF TASKS ACCORDING TO IMPORTANCE OF TASK PERFORMANCE:
AND SELF DEVELOPMENT CLUSTER

PROFESSIONAL RELATIONS

Task

Mean
Score

Rank

Develop and maintain professional relationships with administrators

5.00

1

Develop and maintain professional relationships with other college presidents

4.83

3

Develop and maintain professional relationships with faculty

4.83

3

Develop policy and commendation statements

4.83

3

Participate in professional organizations

4.50

5

Develop and maintain professional relationships with state department of
education personnel

4.33

6.5

Coordinate management by objectives with personal work assignments

4.33

6.5

Develop and maintain relationships with personnel in professional organizations

3.67

8

Participate in the development of state and/or federal plans for vocational
education

3.50

9

Participate in the development of vocational education legislation

3.33

10

Participate in the sabbatical program for professional personnel

3.00

11

Write articles and materials for journals and other professional media

2.67

12

Develop and implement administrator and/or faculty appraisal of president

2.17

13

TABLE 19.— RANK OF TASKS ACCORDING TO IMPORTANCE OF PERFORMANCE:
RELATIONS CLUSTER

SCHOOL AND COMMUNITY

Task

Coordinate a plan for promoting good public relations

Mean
Score

Rank

5.00

2

Develop and recommend public relations and communications policies

5.00

2

Participate in community organizations

5.00

2

Evaluate the public relations program

4.83

5

Participate in public presentations on college programs and activities

4.83

5

Evaluate informal feedback about the college

4.83

5

Conduct orientation programs for administrators

4.33

7.5

Participate in meetings for district superintendents

4.33

7.5

Approve cooperative agreements with other agencies

4.17

9

Conduct informational programs for the public

3.83

11

Coordinate informational programs for the public, e.g., open house,
career awareness, etc.

3.83

11

Conduct alumni relations program

3.83

11

Participate on radio/television programs

3.67

13.5

Participate in local millage issues

3.67

13.5

TABLE I9-Continued

Mean
Score

Rank

Participate, upon request, in doctoral studies and other surveys

3.50

15.5

Conduct recognition programs for students, staff and community supporters

3.50

15.5

Prepare cooperative agreements with other agencies

3.33

17

Conduct public hearings and meetings on college issues

3.17

18

Develop and coordinate the activities of a community advisory council

2.83

20

Write news releases for college and area media

2.83

20

Conduct orientation programs for faculty

2.83

20

Write script for local radio/television programs

2.67

22.5

Conduct orientation programs for faculty

2.67

22.5

Develop and coordinate the activities of the vocational advisory committees

2.33

24

Conduct orientation programs for students

2.00

25

Task

TABLE 110.— RANK OF TASKS ACCORDING TO IMPORTANCE OF TASK PERFORMANCE:
CLUSTER

Task

COLLECTIVE BARGAINING

Mean
Score

Rank

4.83

1

Develop collective bargaining strategy with board

4.33

2.5

Prepare response to grievance at step 3 (president level)

4.33

2.5

Develop collective bargaining parameters with board

4.17

4

Participate as back-up team member during collective bargaining

4.00

5

Participate as chief negotiator during collective bargaining

2.33

6

Participate at the table as negotiator during collective bargaining

2.17

7

218

Oversee other administrators in response to grievance at step 1 and 2
(president level)

APPENDIX J

IMPORTANCE OF TASK PERFORMANCE
ACCORDING TO VARIOUS
STRUCTURAL DIFFERENCES

219

APPENDIX J

IMPORTANCE OF TASK PERFORMANCE ACCORDING TO
VARIOUS STRUCTURAL DIFFERENCES

TABLE Jl.— IMPORTANCE OF TASK PERFORMANCE ACCORDING TO FULL-YEAR EQUATED STUDENTS

Task
Mean
Scores

0-2000^
Mean

Guide the activities of the Dean(s)
for Instruction

4.33

*

4.5

5.0

Approve requests to state or federal
authorities for vocational
education funds

4.17

5.0

3.5

*

Analyze budget recommendations from
faculty for budget development

3.67

4.5

*

*

Tasks By Cluster

Size of College (FYES)__________
2001-5000°
500l"and Overc
Mean
Mean

Instructional Management Cluster:

220

LEGEND:

*
**

a
b
c

One
Two
Two
Two
Two

president neither performed nor administered this task.
presidents neither performed nor administered this task.
presidents responding.
presidents responding.
presidents responding.

NOTE: If one or more president(s) within a stratum did not perform and/or administer
a task, no task mean score was calculated or recorded for that task.

TABLE Jl-Continued

Task
Mean
Scores

0-20003
Mean

Oversee the activities of the Dean
of Student Services

4.17

*

Approve student loans and grant programs

2.50

Recommend financial policies

Tasks By Cluster

Size of College (FYES)
2001-5000b
5001 and Over*Mean
Mean

Student Services Management Cluster:

4.5

5.0

4.0

**

**

5.00

5.0

5.0

5.0

Develop long-range budgets based on
total program requirements

4.83

5.0

4.5

5.0

Guide bond issues

4.67

4.5

4.5

5.0

Coordinate bond issues

4.50

4.5

4.0

5.0

Locate sources of funds for program
development and operation

4.50

4.5

4.0

*

Develop and regulate capital
improvement budgets

4.50

5.0

4.0

*

Guide millage issues

4.33

*

5.0

5.0

Business and Financial Management Cluster:

TABLE Jl-Continued

Task
Mean
Scores

0-20003
Mean

Oversee the activity of the business
manager

4.33

*

5.0

5.0

Coordinate millage issues

4.17

*

4.5

5.0

Prepare and coordinate program budgets

3.83

*

5.0

*

Analyze the cost of operating various
instructional programs

3.67

5.0

*

**

Coordinate the investment of surplus
funds

3.17

**

3.5

*

Prepare local, state and federal reports

3.17

*

4.5

**

Tasks By Cluster

Size of College (FYES)
2001-5000°
5001 and 0verc
Mean
Mean

Develop agenda for board meeting

5.00

5.0

5.0

5.0

Recommend program policies to the
administration and board

5.00

5.0

5.0

5.0

Coordinate implementation of board
and administrative policies

5.00

5.0

5.0

5.0

Coordinate the development of longrange college goals

5.00

5.0

5.0

5.0

222

Institutional Program Planning Development and Evaluation Cluster:

TABLE Jl-Continued

Size of College (FYES)
5001 and 0verc
2001-5000b
Mean
Mean

0-2000a
Mean

Coordinate the revision of annual
college goals

5.00

5.0

5.0

5.0

Coordinate an on-going college
evaluation scheme

5.00

5.0

5.0

*

Write official administrator evaluations

5.00

5.0

5.0

5.0

Direct self-appraisal for regional
accreditation

4.83

5.0

4.5

*

Coordinate obtainment of local, state
and federal services and resources
for program development

4.50

5.0

4.0

4.5

Guide program planning consistent with
pertinent legislation and manpower
data

4.50

5.0

4.5

*

Coordinate development of board agenda

4.33

*

5.0

5.0

Guide program development and improve­
ment consistent with pertinent
institutional research results

4.33

5.0

4.5

**

Write official support staff evaluations

3.83

*

3.5

5.0

Approve instructional program goals

3.50

5.0

*

Tasks By Cluster

223

Task
Mean
Scores

**

TABLE Jl-Continued

Tasks By Cluster

Task
Mean
Scores

0-2000a
Mean

Size of College (FYES)
2001-5000b
5001 and 0verc
Mean
Mean

3.33

**

4.0

*

Prepare proposals for funding new
programs and improving existing
programs

3.33

*

4.0

**

Coordinate plans for evaluating
student services programs

3.17

JL

4.0

**

Recruit and interview potential
administrators

5.00

5.0

5.0

*

Evaluate administrator performance

5.00

5.0

5.0

5.0

Conduct staff meetings

4.83

5.0

4.5

5.0

Prepare and recommend personnel policies

4.83

5.0

5.0

*

Analyze staffing requirements

4.83

5.0

4.5

*

Develop staff selection and recruitment
procedures

4.67

5.0

4.5

*

Approve administrator work loads

4.67

5.0

4.5

*

Personnel Management Cluster:

224

Approve student services program goals

TABLE Jl-Continued

0-20003
Mean

Approve job descriptions

4.50

5.0

4.5

*

Guide the administrators on legal
matters which affect college programs

4.50

5.0

3.5

5.0

Coordinate communications schemes
designed to keep staff informed

4.33

5.0

*

*

Write job descriptions

4.33

5.0

*

*

Recommend employment of administrators
and faculty to board

4.17

5.0

*

4.5

Approve administrator leaves, vacations
and sabbaticals

4.17

5.0

3.5

4.0

Analyze and apply affirmative action
laws and regulations

4.17

*

4.5

*

Analyze and apply labor laws and
regulations

4.00

*

4.5

*

Prepare and maintain a personnel
handbook

3.33

*

4.0

**

Oversee the application of licensing
and certification regulations

3.00

*

3.5

**

Tasks By Cluster

Size of College (FYES)
2001-5000b
5001 and Overc
Mean
Mean

225

Task
Mean
Scores

TABLE Jl-Continued

Tasks By Cluster

Task
Mean
Scores

0-20003
Mean

Size of College (FYES)
2001-5000b
5001 and Overc
Mean
Mean

Facilities and Equipment Management Cluster :

4.83

5.0

5.0

*

Recommend acceptance of new building

4.67

5.0

4.5

*

Approve and submit renovation and
alteration plans to the board

4.67

5.0

4.5

4.5

Direct architectural planning

4.50

5.0

4.0

*

Analyze the need for physical facilities

4.33

5.0

*

*

Conduct land and facility feasibility
studies

3.33

*

4.5

**

Develop emergency plans for fire and
disasters

3.33

5.0

*

**

4.67

4.5

5.0

Staff Development Cluster:
Guide staff regarding professional
development needs

*

226

Develop long-range facility and
equipment plans

TABLE Jl-Continued

Task
Mean
Scores

0-2000a
Mean

Coordinate workshops and other inservice programs for professional
personnel

3.83

*

4.0

*

Evaluate staff development programs

3.17

*

3.5

**

Tasks By Cluster

Size of College (FYES)
2001-5000
5001 and Overc
Mean
Mean

227

Professional Relations and Self Development Cluster:
Develop and maintain professional
relationships with administrators

5.00

5.0

5.0

5.0

Develop and maintain professional
relationships with other college
presidents

4.83

5.0

5.0

4.5

Develop and maintain professional
relationships with faculty

4.83

*

4.5

5.0

Develop policy and commendation
statements

4.83

5.0

4.5

5.0

Participate in professional
organizations

4.50

4.5

5.0

4.0

TABLE Jl-Continued

0-2000a
Mean

Develop and maintain professional
relationships with state department
of education personnel

4.33

5.0

4.5

3.5

Coordinate management by objectives
with personal work assignments

4.33

*

4.5

5.0

Develop and maintain relationships with
personnel in professional organizations

3.67

3.5

5.0

*

Participate in the development of state
and/or federal plans for vocational
education

3.50

4.5

*

**

Participate in the development of
vocational education legislation

3.33

4.5

*

**

Coordinate a plan for promoting good
public relations

5.00

5.0

5.0

Develop and recommend public relations
and communications policies

5.00

5.0

5.0

Participate in community organizations

5.00

5.0

5.0

Tasks By Cluster

Size of College (FYES)
2001-5000b
5001 and 0verc
Mean
Mean

School and Community Relations Cluster:

5.0

228

Task
Mean
Scores

TABLE J1-Continued

Tasks By Cluster

Task
Mean
Scores

_________ _____
____
______________________
Size of
College
(FYES)
0-200Qa
2001-5000°
5001 and Overc
Mean
Mean
Mean

A.83

5.0

5.0

A.5

Participate in public presentations on
college programs and activities

A.83

5.0

5.0

A.5

Evaluate informal feedback about the
college

A.83

5.0

A.5

5.0

Conduct orientation programs for
administrators

A . 33

5.0

5.0

**

Participate in meetings for district
superintendents

A . 33

A.5

A.5

A.O

Approve cooperative agreements with
other agencies

A . 17

A.5

A.5

3.5

Conduct informational programs for
the public

3.83

5.0

A.O

Coordinate informational programs for
the public, e.g., open house, career
awareness, etc.

3.83

5.0

A.O

Participate on radio/television
programs

3.67

Participate in local millage issues

3.67

229

Evaluate the public relations program

"kit

**

A.5

A.O

5.0

5.0

TABLE Jl-Continued

Task
Mean
Scores

0-20003
Mean

Participate, upon request, in doctrinal
studies and other surveys

3.50

4.5

4.0

*

Prepare cooperative agreements with
other agencies

3.33

*

3.5

*

Conduct public hearings and meetings
on college issues

3.17

**

*

4.0

Conduct orientation programs for faculty

2.83

**

4.5

**

Conduct orientation programs for faculty

2.67

**

4.0

**

Oversee other administrators in response
to grievance at step 1 and 2

4.83

5.0

5.0

*

Develop collective bargaining strategy
with board

4.33

*

5.0

5.0

Prepare response to grievance at step
3 (president level)

4.33

5.0

*

*

Develop collective bargaining
parameters with board

4.17

*

5.0

*

Tasks By Clusters

Size of College (FYES)
2001-5000^
5001 and Overc
Mean
Mean

230

Collective Bargaining Cluster:

TABLE Jl-Continued

Task
Mean
Scores

0-20003
Mean

Participate as back-up team member
during collective bargaining

4.00

**

5.0

*

Composite Mean Tast Scores

4.23

3.34

3.89

2.04

Tasks By Cluster

Size of College (FYES)
2001-5000b
5001 and Overc
Mean
Mean

TABLE J2.— IMPORTANCE OF TASK PERFORMANCE ACCORDING TO THE NUMBER OF FULL-TIME ADMINISTRATORS

Tasks By Cluster

Task
Mean
Scores

No. of Full-Time Administrators
26-50b
0-25a
51-0verc
Mean
Mean
Mean

Instructional Management Cluster:
4.33

*

4.5

5.0

Approve requests to state or federal authorities
for vocational education funds

4.17

4.3

4.5

*

Approve establishment of instructional program
entry (prerequisites) and completion requirements 4.17

**

4.5

*

Analyze budget recommendations from faculty for
budget development

3.67

*

4.5

*

Teach class(es)

1.83

**

**

Student Services Management Cluster:

LEGEND:

*
**
c
b
c

=
=
=
=
=

One president neither performed nor administered this task.
Two presidents neither performed nor administered this task.
Three presidents responding,
Two presidents responding.
One president responding.

NOTE: If one or more president(s) within a stratum did not perform and/or administer
a task, no task mean score was calculated or recorded for that task.

4.0

232

Guide the activites of the Dean(s) for Instruction

TABLE J2-Continued

Tasks By Cluster

Task
Mean
Scores

No. of Full-Time Administrators
5 l-0verc
0-25a
26-50b
Mean
Mean
Mean

Oversee the activities of the Dean of Student
Services

4.17

*

4.5

5.0

Coordinate student recruitment activities

3.33

*

4.5

*

Recommend financial policies

5.00

5.0

5.0

5.0

Develop long-range budgets based on total program
requirements

4.83

5.0

4.5

5.0

Guide bond issues

4.67

4.7

5.0

5.0

Coordinate bond issues

4.50

4.7

4.5

5.0

Locate sources of funds for program development
and operation

4.50

4.3

4.5

*

Develop and regulate capital improvement budgets

4.50

4.6

4.0

*

Guide millage issues

4.33

*

5.0

5.0

Oversee the activity of the business manager

4.33

*

5.0

5.0

Coordinate millage issues

4.17

*

5.0

5.0

233

Business and Financial Management Cluster:

TABLE J2-Continued

Tasks By Cluster

Task
Mean
Scores

No. of Full-Time Administrators
26-50b
51-0verc
0-25a
Mean
Mean
Mean

Prepare and coordinate program budgets

3.83

*

5.0

*

Analyze the cost of operating various instructional
programs

3.67

5.0

**

*

Coordinate the investment of surplus funds

3.17

**

5.0

*

234

Institutional Program Planning Development and Evaluation Cluster:
Develop agenda for board meeting

5.00

5.0

5.0

5.0

Recommend program policies to the administration
and board

5.00

5.0

5.0

5.0

Coordinate implementation of board and
administrative policies

5.00

5.0

5.0

5.0

Coordinate the development of long-range
college goals

5.00

5.0

5.0

5.0

Coordinate the revision of annual college goals

5.00

5.0

5.0

5.0

Coordinate an on-going college evaluation scheme

5.00

5.0

5.0

*

Write official administrator evaluations

5.00

5.0

5.0

5.0

Direct self-appraisal for regional accreditation

4.83

4.6

5.0

*

TABLE J2-Continued

Tasks By Cluster

Task
Mean
Scores

No. of Full-Time Administrators
26-50b
0-25a
51-0verc
Mean
Mean
Mean

4.50

4.6

4.0

5.0

Guide program planning consistent with pertinent
legislation and manpower data

4.50

5.0

4.0

*

Coordinate development of board agenda

4.33

*

5.0

5.0

Guide program development and improvement
consistent with pertinent institutional
research results

4.33

5.0

is

*

Write official support staff evaluations

3.83

*

5.0

5.0

Direct institutional research studies

3.83

**

4.0

*

Approve instructional program goals

3.50

4.6

**

*

Approve student services program goals

3.33

**

*

5.0

Recruit and interview potential administrators

5.00

5.0

5.0

*

Evaluate administrator performance

5.00

5.0

5.0

5.0

Conduct staff meetings

4.83

4.6

5.0

5.0

235

Coordinate obtainment of local, state and federal
services and resources for program development

Personnel Management Cluster:

TABLE J2-Contlnued

Tasks By Cluster

Task
Mean
Scores

No. of Full-Time iAdministrators
51-0verc
0-25a
26-50b
Mean
Mean
Mean

4.83

5.0

4.5

*

Analyze staffing requirements

4.83

4.6

5.0

*

Develop staff selection and recruitment procedures

4.67

4.6

5.0

*

Approve administrator work loads

4.67

4.6

5.0

*

Approve job descriptions

4.50

4.6

4.5

*

Guide the administrators on legal matters which
affect college programs

4.50

4.0

5.0

5.0

Coordinate communications schemes designed to
keep staff informed

4.33

*

*

5.0

Write job descriptions

4.33

*

5.0

4.0

Recommend employment of administrators and
faculty to board

4.17

*

4.5

5.0

Approve administrator leaves, vacations and
sabbaticals

4.17

4.0

5.0

3.0

Analyze and apply affirmative action laws
and regulations

4.17

*

5.0

*

Analyze and apply labor laws and regulations

4.00

*

5.0

*

236

Prepare and recommend personnel policies

TABLE J2-Continued

Tasks By Cluster

Task
Mean
Scores

No. of Full-Time Administrators
26-50^
51-Over0
0-25a
Mean
Mean
Mean

Facilities and Equipment Management Cluster:
4.83

5.0

5.0

*

Recommend acceptance of new building

.467

4.6

5.0

*

Approve and submit renovation and alteration
plans to the board

4.67

4.6

5.0

4.0

Direct architectural planning

4.50

4.6

4.5

**

Analyze the need for physical facilities

4.33

5.0

*

*

Recommend building sites

3.67

**

5.0

*

Develop emergency plans for fire and disasters

3.33

4.6

**

•k

Guide staff regarding professional development needs 4.67

4.6

4.5

*

Staff Development Cluster:

Coordinate workshops and other in-service programs
for professional personnel

3.83

*

4.5

*

Oversee preservice programs for administrators

3.17

**

4.0

*

237

Develop long-range facility and equipment plans

TABLE J2-Continued

Tasks By Cluster

Task
Mean
Scores

No. of Full-Time Administrators
0-25d_
26-50°
51-Over0
Mean
Mean
Mean

Professional Relations and Self Development Cluster;

5.00

5.0

5.0

5.0

Develop and maintain professional relationships
with other college presidents

4.83

5.0

5.0

4.0

Develop and maintain professional relationships
with faculty

4.83

*

4.5

5.0

Develop policy and commendation statements

4.83

4.6

5.0

5.0

Participate in professional organizations

4.50

5.0

4.5

4.0

Develop and maintain professional relationships
with state department of education personnel

4.33

5.0

4.0

4.0

Coordinate management by objectives with
personal work assignments

4.33

*

5.0

5.0

Develop and maintain relationships with
personnel in professional organizations

3.67

4.0

*

4.0

Write articles and materials for journals and
other professional media

2.67

**

*

4.0

238

Develop and maintain professional relationships
with administrators

TABLE J2-Continued

Tasks By Cluster

Task
Mean
Scores

No. of Full-Time <Administrators
26-50b
51-0verc
0-25a
Mean
Mean
Mean

School and Community Relations Cluster:

5.00

5.0

5.0

*

Develop and recommend public relations and
communications policies

5.00

5.0

5.0

*

Participate in community organizations

5.00

5.0

5.0

5.0

Evaluate the public relations program

4.83

5.0

5.0

4.0

Participate in public presentations on college
programs and activities

4.83

5.0

5.0

4.0

Evaluate informal feedback about the college

4.83

5.0

4.5

5.0

Conduct orientation programs for administrators

4.33

5.0

*

*

Participate in meetings for district
superintendents

4.33

4.6

4.0

4.0

Approve cooperative agreements with other agencies

4.17

4.3

4.0

4.0

Conduct informational programs for the public

3.83

4.6

4.5

*

Coordinate informational programs for the public,
e.g., open house, career awareness, etc.

3.83

4.6

*

*

239

Coordinate a plan for promoting good public
relations

TABLE J2-Continued

Tasks By Cluster

Task
Mean
Scores

No. of Full-Time .
Administrators
26-50b
51-0verc
0-25a
Mean
Mean
Mean

3.83

**

3.5

*

Participate on radio/television programs

3.67

it

4.0

4.0

Participate in local millage issues

3.67

itit

5.0

5.0

Participate, upon request, in doctrinal studies
and other surveys

3.50

4.3

2.5

*

Conduct recognition programs for students, staff
and community supporters

3.50

**

*

4.0

Prepare cooperative agreements with other agencies

3.33

*

4.0

*

Conduct public hearings and meetings on college
issues

3.17

**

4.5

4.0

Oversee other administrators in response to
grievance at step 1 and 2

4.83

5.0

5.0

*

Develop collective bargaining strategy with board

4.33

*

5.0

5.0

Prepare response to grievance at step 3
(president level)

4.33

*

5.0

it

Collective Bargaining Cluster:

240

Conduct alumni relations programs

TABLE J2-Continued

Tasks By Cluster

Task
Mean
Scores

No. of Full-Time ,
Administrators
51-0verc
0-25a
26-50b
Mean
Mean
Mean

Develop collective bargaining parameters
with board

4.17

*

5.0

*

Participate as back-up team member during
collective bargaining

4.00

*

5.0

*

Composite Mean Tast Scores

A.35

2.84

3.95

2.42

TABLE J3.— IMPORTANCE OF TASK PERFORMANCE ACCORDING TO THE NUMBER OF TOTAL FACULTY

Tasks By Cluster

Task
Mean
Scores

0-2253
Mean

No. of Total Faculty
226-500b
501 and Over0
Mean
Mean

Instructional Management Cluster:

4.33

*

4.0

5.0

Approve requests to state or federal authorities
for vocational education funds

4.17

4.3

4.0

*

Approve establishment of instructional program
entry (prerequisites) and completion
requirements

4.17

**

4.0

*

Analyze budget recommendations from faculty
for budget development

3.67

*

4.0

*

LEGEND:

242

Guide the activities of the Dean(s) for
Instruction

* =

One president neither performed nor administered this task.
Two presidents neither performed nor administered this task.
a = Three presidents responding,
b = One president responding.
c = Two presidents responding.

* *

-

NOTE: If one or more president(s) within a stratum did not perform and/or administer
a task, no task mean score was calculated or recorded for that task.

TABLE J3-Continued

Tasks By Cluster

Task
Mean
Scores

0-2253
Mean

No. of Total Faculty
226-500^
501 and Over0
Mean
Mean

Oversee the activities of the Dean of Student
Services

4.17

*

4.0

5.0

Coordinate student recruitment activities

3.33

**

5.0

*

Coordinate the establishment of student rules
and policies such as attendance and discipline: 2.67

**

4.0

**

Business and Financial Management Cluster:
Recommend financial policies

5.00

5.0

5.0

5.0

Develop long-range budgets based on total
program requirements

4.83

5.0

4.0

5.0

Guide bond issues

4.67

4.7

4.0

5.0

Coordinate bond issues

4.50

4.3

4.0

5.0

Locate sources of funds for program development
and operation

4.50

4.3

4.0

*

Develop and regulate capital improvement budgets

4.50

4.7

4.0

*

Guide millage issues

4.33

*

5.0

5.0

Z*7Z

Student Services Management Cluster:

TABLE J3-Continued

Tasks By Cluster

Task
Mean
Scores

0-225a
Mean

No. of Total Faculty
501 and OverC
226-500b
Mean
Mean

4.33

*

5.0

5.0

Coordinate millage issues

4.17

*

5.0

5.0

Prepare and coordinate program budgets

3.83

*

5.0

*

Analyze the cost of operating various
instructional programs

3.67

5.0

*

**

Coordinate the investment of surplus funds

3.17

**

5.0

*

Prepare local, state and federal reports

3.17

*

5.0

*

Institutional Program Planning Development and Evaluation Cluster:
Develop agenda for board meeting

5.00

5.0

5.0

5.0

Recommend program policies to the administration
and board

5.00

5.0

5.0

5.0

Coordinate implementation of board and
administrative policies

5.00

5.0

5.0

5.0

Coordinate the development of long-range
college goals

5.00

5.0

5.0

5.0

Coordinate the revision of annual college goals

5.00

5.0

5.0

5.0

244

Oversee the activity of the business manager

TABLE J3-Continued

Tasks By Cluster

Task
Mean
Scores

0-225a
Mean

No. of Total Faculty_______
226-500b
501 and O v ^
Mean
Mean

5.00

4.7

5.0

*

Write official administrator evaluations

5.00

5.0

5.0

5.0

Direct self-appraisal for regional accreditation

4.83

4.7

5.0

*

Coordinate obtainment of local, state and federal
services and resources for program development 4.50

4.7

4.0

4.5

Guide program planning consistent with pertinent
legislation and manpower data

4.50

5.0

4.0

*

Coordinate development of board agenda

4.33

*

5.0

5.0

Guide program development and improvement
consistent with pertinent institutional
research results

4.33

5.0

4.0

**

Direct institutional research studies

3.83

**

4.0

*

Write official support staff evaluations

3.83

*

5.0

5.0

Approve instructional program goals

3.50

4.7

*

*

Approve student services program goals

3.33

**

4.0

*

Prepare proposals for funding new programs
and improving existing programs

3.33

*

4.0

**

245

Coordinate an on-going college evaluation scheme

TABLE J3-Continued

Tasks By Cluster

Coordinate plans for evaluating student
services programs

Task
Mean
Scores

0-2253
Mean

No. of Total Faculty
501 and Overc
226-500D
Mean
Mean

3.17

*

4.0

**

Recruit and interview potential administrators

5.00

5.0

5.0

*

Evaluate administrator performance

5.00

5.0

5.0

5.0

Conduct staff meetings

4.83

4.7

5.0

5.0

Prepare and recommend personnel policies

4.83

5.0

5.0

*

Analyze staffing requirements

4.83

4.7

5.0

*

Develop staff selection and recruitment
procedures

4.67

4.7

5.0

*

Approve administrator work loads

4.67

4.7

5.0

*

Approve job descriptions

4.50

4.7

5.0

*

Guide the administrators on legal matters
which affect college programs

4.50

4.0

5.0

5.0

Coordinate communications schemes designed
to keep staff informed

4.33

*

5.0

*

Personnel Management Cluster:
246

TABLE J3-Continued

0-225a
Mean

No. of Total Faculty
226-500b
501 and 0verc
Mean
Mean

*

*

5.0

4.5

4.17

4.0

5.0

4.0

Analyze and apply affirmative action laws and
regulations

4.17

*

5.0

*

Analyze and apply labor laws and regulations

4.00

*

5.0

*

Prepare and maintain a personnel handbook

3.33

*

4.0

**

Oversee the application of licensing and
certification regulation

3.00

*

5.0

**

Develop long-range facility and equipment plans

4.83

5.0

5.0

*

Recommend acceptance of new building

4.67

4.7

5.0

*

Approve and submit renovation and alteration
plans to the board

4.67

4.7

5.0

4.5

4.33

Recommend employment of administrators and
faculty to board

4.17

Approve administrator leaves, vacations
and sabbaticals

r\

Facilities and Equipment Management Cluster:

247

5.0

Write job descriptions

TABLE J3-Continued

Tasks By Cluster

Task
Mean
Scores

0-2253
Mean

No. of Total Faculty
226-500b
501 and Overc
Mean
Mean

4.50

4.7

4.0

*

Analyze the need for physical facilities

4.33

5.0

*

*

Recommend building sites

3.66

**

5.0

*

Recommend the selection of an architect

3.50

**

5.0

*

Conduct land and facility feasibility studies

3.33

*

4.0

**

Develop emergency plans for fire and disasters

3.33

4.7

*

**

Schedule communities use for facilities

2.83

**

4.0

**

Guide staff regarding professional development
needs

4.67

4.7

5.0

*

Coordinate workshops and other in-service
programs for professional personnel

3.83

*

4.0

*

Evaluate staff development programs

3.17

*

5.0

**

Oversee preservice programs for administrators

3.16

**

4.0

*

Oversee in-service programs for support personnel 2.83

**

4.0

**

Staff Development Cluster:

248

Direct architectural planning

TABLE J3-Continued

Tasks By Cluster

Task
Mean
Scores

0-2253
Mean

No. of Total Faculty
226-500b
501 and 0verc
Mean
Mean

Professional Relations and Self Development Cluster:

5.00

5.0

5.0

5.0

Develop and maintain professional relationships
with other college presidents

4.83

5.0

5.0

4.5

Develop and maintain professional relationships
with faculty

4.83

*

4.0

5.0

Develop policy and commendation statements

4.83

4.7

5.0

5.0

Participate in professional organizations

4.50

4.7

5.0

4.0

Develop and maintain professional relationships
with state department of education personnel

4.33

5.0

4.0

4.5

Coordinate management by objectives with
personal work assignments

4.33

*

5.0

5.0

Develop and maintain relationships with
personnel in professional organizations

3.67

4.0

5.0

*

Participate in the development of state and/or
federal plans for vocational education

3.50

*

4.0

**

Participate in the development of vocational
education legislation

3.33

*

4.0

**

249

Develop and maintain professional relationships
with administrators

/

TABLE J3-Continued

Tasks By Cluster

Write articles and materials for journals and
other professional media

Task
Mean
Scores

0-225d
Mean

No. of Total Faculty
226-500b
501 and Overc
Mean
Mean

2.67

**

5.0

*

Coordinate a plan for promoting good public
relations

5.00

5.0

5.0

*

Develop and recommend public relations and
communications policies

5.00

5.0

5.0

*

Participate in community organizations

5.00

5.0

5.0

5.0

Evaluate the public relations program

4.83

5.0

5.0

4.5

Participate in public presentations on
college programs and activities

4.83

5.0

5.0

4.5

Evaluate informal feedback about the college

4.83

5.0

4.0

5.0

Conduct orientation programs for administrators

4.33

5.0

5.0

**

Participate in meetings for district
superintendents

4.33

4.7

4.0

4.0

Approve cooperative agreements with other
agencies

4.17

4.3

5.0

3.5

School and Community Relations Cluster:

250

TABLE J3-Continued

Tasks By Cluster

Task
Mean
Scores

_______No. of Total Faculty______
0-223a
226-500b
501 and Overc
Mean
Mean
Mean

Conduct informational programs for the public

3.83

4.7

4.0

Coordinate informational programs for the
public, e.g., open house, career awareness,
etc.

3.83

4.7

4.0

**

Conduct alumni relations program

3.83

**

4.0

*

Participate on radio/television programs

3.67

*

4.0

4.0

Participate in local millage issues

3.67

**

5.0

5.0

Participate, upon request, in doctrinal
studies and other surveys

3.50

4.3

4.0

Conduct recognition programs for students,
staff and community supporters

3.50

**

5.0

Prepare cooperative agreements with other
agencies

3.33

Conduct public hearings and meetings on
college issues

3.17

**

5.0

4.0

Conduct orientation programs for faculty

2.83

**

5.0

**

Write news releases for college and area media

2.83

**

5.0

**

Conduct orientation programs for faculty

2.67

**

4.0

**

5.0

TABLE J3-Continued

Tasks By Clusters

Task
Mean
Scores

0-225a
Mean

No. of Total Faculty
501 and Overc
226-500b
Mean
Mean

2.67

**

5.0

**

Oversee other administrators in response to
grievance at step 1 and 2

4.83

5.0

5.0

*

Develop collective bargaining strategy with
board

4.33

*

5.0

5.0

Prepare response to grievance at step 3
(president level)

4.33

*

5.0

*

Develop collective bargaining parameters
with board

4.17

*

5.0

*

Participate as back-up team member during
collective bargaining

4.00

*

5.0

Composite Mean Task Scores

4.12

2.47

4.47

Write script for local radio/television programs

Collective Bargaining Cluster:

252

*

1.81

TABLE J4.— IMPORTANCE OF TASK PERFORMANCE ACCORDING TO THE LENGTH OF THE PRESIDENTS' TERM
IN OFFICE

Tasks By Cluster

Task
Mean
Scores

0-2 yrs.a
Mean

Term in Office
3-7 yrs.b
8 and Overc
Mean
Mean

Instructional Management Cluster:

4.33

*

5.0

Approve requests to state or federal
authorities for vocational education funds

4.17

4.8

*

Analyze budget recommendations from faculty
for budget development

3.67

4.5

**

LEGEND:

NOTE:

* = One president neither performed nor administered this task.
* *
~
Two or more presidents neither performed nor administered this task.
a = No presidents responding,
b = Four presidents responding.
c = Two presidents responding.
Term in office measured in years.

If one or more president(s) within a stratum did not perform and/or administer a task,
no task mean score was calculated or recorded for that task.

253

Guide the activities of the Dean(s) for
Instruction

TABLE J4-Continued

Tasks By Cluster

Task
Mean
Scores

0-2 yrs.a
Mean

Term in Office
3-7 yrs.k
8 and Overc
Mean
Mean

Student Services Management Cluster:
Oversee the activities of the Dean of Student
Services

4.17

*

5.0

Recommend financial policies

5.00

5.0

5.0

Develop long-range budgets based on total
program requirements

4.83

—

4.8

5.0

Guide bond issues

4.67

—

4.5

5.0

Coordinate bond issues

4.50

—

4.5

4.5

Locate sources of funds for program
development and operation

4.50

—

4.5

*

Develop and regulate capital improvement
budgets

4.50

—

4.5

*

Guide millage issues

4.33

—

*

5.0

Oversee the activity of the business manager

4.33

—

*

5.0

Coordinate millage issues

4.17

—

*

4.5

254

Business and Financial Management Cluster:

TABLE J4-Continued

Tasks By Cluster

Task
Mean
Scores

0-2 yrs.a
Mean

Term in Office
3-7 yrs.b
8 and Overc
Mean
Mean

Institutional Program Planning Development and Evaluation Cluster:
5.00

—

5.0

5.0

Recommend program policies to the administra­
tion and board

5.00

—

5.0

5.0

Coordinate implementation of board and
administrative policies

5.00

—

5.0

5.0

—

5.0

5.0

Coordinate the development of long-range college
5.00
goals
Coordinate the revision of annual college goals

5.00

—

5.0

5.0

Coordinate an on-going college evaluation
scheme

5.00

—

5.0

*

Write official administrator evaluations

5.00

—

5.0

5.0

Direct self-appraisal for regional
accreditation

4.83

—

5.0

*

Coordinate obtainment of local, state and
federal services and resources for
program development

4.50

4.5

4.5

255 -

Develop agenda for board meeting

TABLE J4-Continued

Tasks By Cluster

Task
Mean
Scores

0-2 yrs.a
Mean

4.50

—

Coordinate development of board agenda

4.33

Write official support staff evaluations
Approve student services program goals

4.5

*

—

*

5.0

3.83

—

*

3.5

3.33

—

**

4.5

Recruit and interview potential administrators

5.00

—

5.0

*

Evaluate administrator performance

5.00

—

5.0

5.0

Conduct staff meetings

4.83

—

5.0

4.5

Prepare and recommend personnel policies

4.83

—

4.8

*

Analyze staffing requirements

4.83

—

5.0

*

Develop staff selection and recruitment
procedures

4.67

—

5.0

*

Approve administrator work loads

4.67

—

5.0

*

Approve job descriptions

4.50

—

4.8

*

Personnel Management Cluster:

256

Guide program planning consistent with
pertinent legislation and manpower data

Term in Office
3-7 yrs.b
8 and 0verc
Mean
Mean

TABLE JA-Continued

Tasks By Cluster

Task
Mean
Scores

0-2 yrs.a
Mean

Term in Office
3-7 yrs.b
8 and Over0
Mean
Mean

4.50

5.0

3.5

Write job descriptions

4.33

5.0

**

Recommend employment of administrators and
faculty to board

4.17

4.8

*

Approve administrator leaves, vacations
and sabbaticals

4.17

5.0

2.5

Develop long-range facility and equipment plans

4.83

5.0

*

Approve and submit renovation and alteration
plans to the board

4.67

5.0

4.0

Direct architectural planning

4.50

4.8

*

4.67

4.5

*

257

Guide the administrators on legal matters
which affect college programs

Facilities and Equipment Management Cluster:

Staff Development Cluster:
Guide staff regarding professional
development needs

TABLE J4-Continued

Tasks By Cluster

Task
Mean
Scores

0-2 yrs.a
Mean

Term in Office
3-7 yrs.b
8 and Over0
Mean
Mean

Professional Relations and Self Development Cluster:

5.00

5.0

5.0

Develop and maintain professional relationships
with other college presidents

A.83

5.0

4.5

Develop and maintain professional relationships
with faculty

4.83

*

5.0

Develop policy and commendation statements

4.83

5.0

4.5

Participate in professional organizations

4.50

4.5

4.5

Develop and maintain professional relationships
with state department of education personnel

4.33

3.8

4.5

Coordinate management by objectives with
personal work assignments

4.33

*

4.5

Develop and maintain relationships with
personnel in professional organizations

3.67

*

4.5

258

Develop and maintain professional relationships
with administrators

TABLE J4-Continued

Tasks By Cluster

Task
Mean
Scores

0-2 yrs.a
Mean

Term in Office
3-7 yrs.b
8 and 0verc
Mean
Mean

School and Community Relations Cluster:

5.00

Develop and recommend public relations and
communications policies

5.00

Participate in community organizations

5.0

*

—

5.0

*

5.00

—

5.0

5.0

Evaluate the public relations program

4.83

—

5.0

4.5

Participate in public presentations on
college programs and activities

4.83

—

5.0

4.5

Evaluate informal feedback about the college

4.83

—

4.8

5.0

Participate in meetings for district
superintendents

4.33

—

4.3

4.5

Approve cooperative agreements with other
agencies

4.17

—

4.3

4.0

Conduct informational programs for the public

3.83

—

4.8

*

Participate on radio/television programs

3.67

—

*

4.5

Participate in local millage issues

3.67

—

**

5.0

259

Coordinate a plan for promoting good public
relations

TABLE J4-Continued

Tasks By Cluster

Participate, upon request, in doctrinal
studies and other surveys

Task
Mean
Scores

0-2 yrs.a
Mean

Term in Office
3-7 yrs.b
8 and 0verc
Mean
Mean

3.50

3.5

*

Oversee other administrators in response
to grievance at step 1 and 2

4.83

5.0

*

Develop collective bargaining strategy
with board

4.33

k

5.0

Prepare response to grievance at step 3
(president level)

4.33

5.0

**

Composite Mean Task Scores

4.53

3.77

3.00

Collective Bargaining Cluster:
260

_

APPENDIX K

RANK OF CLUSTERS ACCORDING
TO IMPORTANCE

261

APPENDIX K

RANK OF CLUSTERS ACCORDING TO IMPORTANCE

TABLE Kl.— RANK OF THE CLUSTERS ACCORDING TO THEIR IMPORTANCE AS DETERMINED BY THE COMPOSITE
MEAN SCORES OF TASKS WITHIN THE CLUSTERS

Composite
Task
Mean
Scores

Number
of
Tasks/
Cluster

Personnel Management

4.32

18

1

Professional Relations and Self Development

3.92

13

2

Institutional Program Planning, Development
and Evaluation

3.83

25

3

Collective Bargaining

3.74

7

4

School and Community Relations

3.71

25

5

Business and Financial Management

3.57

18

6

Facilities and Equipment Management

3.28

19

7

Staff Development

3.02

8

8

Instructional Management

2.70

14

9

Cluster

Rank

262

TABLE Kl-Continued

Cluster

Student Services Management

Total

Composite
Task
Mean
Scores

Number
of
Tasks/
Cluster

Rank

2.30

9

10

156