W a. M man or TNTEBPERSONAL VALUES AND amass or STUDENTS AT HOME MANABEMENT . mama ’ THESIS FOR THE DEGREE OF M. A. monlaAN STATE umvmsm YURIKO FUKUSHIM ' I 8 6 6 I 1 Wm ' E; W¥Ma.p‘B The comparison of the interpersonal values and mamgeriel ratings revealed: (1) Total managerial self-eooree were not: ’ associated with individual epeeii‘ie interpersonal values. (2) High ranking memorial components were not associated with a specific higher values individually held. (3) Leader» mm more on managerial rating was not associated men interpersonal value Leederehip. This descriptive study of interpersonal values and managerial rating was very limited. Rather study is needed to clarify: relationships between interpersonal values and managerial achievement. Maseru}. achievement: evaluated. ‘ not only self hit-glee by peere'need's to be stalled, \1 f“: 1 1"». :13 I DESCRIPTION OF INTERPERSONAL VALUES AND RATINGS OF STUDENTS AT RO?E fiANAGEKENT am JIDENCE 3? retake Fukushim ‘ A Problee Submitted to niehigm State university lu.pextlal fulfillment of the requirements ’ » for'the degree of EA? :TER OF ARTS College or Home Economies Department of Home Management and Child Development . 1966 ' ' ’15 .\_';\’) 7‘ ‘3 (\U ACTCTE’Ji-FLE GEI'TEEXTS Special thanks are due to Miss Esther Everett. my academic edvieor and cheirmn or my committee. for were encouragement and patient support. To Dr. Beatrice raolucci and Dr. anyone 0. Peisncr my deep gratitude is extended for . their help throughout the study. My thanks so to Dr.A1ice Thorpe. chairmen of the Department or 'Home Management and cum Development. I fly appreciation is to Miss Mary Ellen Devin. adviser in Home Management Residence at michigen State University for permitting the. writer to use the evaluation sheets of the students. Thirty students in Home Economics Education at hichigan State University gave their time in answering the value test. and the writer appreciatee’their kind cooperation. To hiss Clare J. Vanderhoof and to Mrs. Leno halfzoid in Long Beach. California, and to The women's Division of The Board of The hissions of The Methodist Church. the writer expresses her deep appreciation for enabling her to study in the United States; Finally mr thanks go to Miss Helen G. hccre of Kmswi Junior College. Nagasaki. Japan. for her encouragement and efforts in sending me to the United Stateeg‘ ' TABLE OF CONTENTS ACKNOHLEOGHEKT e e e e e e e e e'e e e e'e e e ee LIST OF TABLES e e e e e e e e e e e e ole e e e e CHART I.OOO~CCOrOOOOO-.OOCO-OOOO CHAPTER ‘10 II. III; IV. REEVIEW OP LITERATURE INTRODUCTION 9 e e e e e e e e ele 0'. e e Importance of Studying Interpereonnl values in Home Management Residence . e e e e e e 1 Objectives 0 e e e e e e e e e e e e e e 0 Home Panasenent . e e O ~QOCOOOOOCOOO Definition and the Function of Values in End Value and Goals in Home management . e Interpersonal value and Eveluation.Device in Home Henagenent Residence . . . . 5 METHOD! 0 e e e e e e e e 0.0 e e e e e e Description of the Subject . . . . ’. ‘. Description of Measurement Employed (a) Survey of Interpersonal value 0 A (b) rtenogeriel Ratings 0 e . Procedures 0.. e e e e e e e e e Obaoctive l e . e . . ._. e . e Cornerison of Henna e . e . ~P~nling of Interpersonal Values 0 'FINDINGS 'e e e e e e e e e ewe-eoe‘ ‘ 0 C O O O O O O O Rnnzing or Higher and Lower values Individual Student's Higher Values 11 0.... etve ole .0... .0... Page iv #UN -q GM? CHAPTER ODJOOtIVG II o o o o o o o o o o Interpersonal Values and Retin~3 o o o o o o Interpersonal Values and High Ranking '0 Internet: zonal Values and ranngeriol Comoononte on Nonegeriel aetins o o v.. Simmer AND DISCUSSION .4 Q _ Implioetion . o o . . o mummies CITED Q. . . . . . . y. APPENDIX 0 o o o o o o o o o o o o, 111 O O G ’ Total Henegerial Loedorehlp Score 0.. 0...... 0 O O Page 20 20 22 2a 26 28 .29 A-l “.3 up“. CZL’iPi‘ER I Borne management is the practical science of bringing change or improvement to family living through decision- malcing function. ,i‘hc study or values in this field focuses upon the real values which are actually followed in every day life. {mono valuoe,‘ unflerlie 'ohoioee. serve as criteria for selecting goals. The awareness or the family values is helpful in making rational choices. ‘ Identification and clarification of the values is essential to help the family eemblien more meaningful goals. ‘ Home nmgoaent takes place within the social eyetea of the family. Where family members or other people are always involved. The {motions of the family shift in ac- comoncc with the chance-or the total social structure. in the contemporary society... many more societal nmctiona are carried by social system other than by the family. lie a result. the family is more dependent upon other social eye- team than before; Loss or the former functions results in a relatively less etable family with the interpersonal role- tionehipe. serving to be the main stabilizing force. Under the circumstancee. the two ftmctione which fulfill the basic ' 1 N fcue ilial ftmct ion for the society and for the individual are: N (l) to create an Opportunity for the full developeent of the family group. I I (2) to bring about change in accordance with the en- vironmental demands. To create an opportunity for the full development of the family group. the, family needs to thing that kind of indivi- dual the family member wants to be. what kind of values the family holds. Out of this end for human development. the goals and the means to achieve the goals are selected. The focus of this study was to identify what people think most important or least important in relating to other people, and to compare interpersonal values with a managerial activity. ' ' inner-tense of StMvine Interoereonel Value in ” Lorre 1:: 2157; ' “'1: 145:};53 illonoe . Home management residence provides students with a learn- ing situation in which they have Opportunity to experience th managerial role within a snail group. At Michigan State Uni- varsity each student nonogee for three days while staying at the hone manegcnent residence for three weeks. The manager is responsible for organizing the activities which are carried on. with peers. How one interacts with other persons effects her managerial achievement. A person's manner of relating to other: stems from her intemersonal values. A study of interpersonal values of homemanagement residents. one seg- ment of their value domain. should be useml in helping students better understood the managerial role when they live in horse management residence. ' Each student's mmgerial achievement is evaluate: by self and peers according to the ratings seals developed by Gross and Czendall. t is believed that differences in iatezrpexscml values account in part for the managerial role being enacted. The ratings by self and peers may refleet the characteristics of different interpersonal values of the students. ' No reeearoh has been done on the influenee home mongo- ment has on interpersonal values, though it seems to play an intertsnt role in the family and group living. This study identifies the intei'pcrsenol values {of the students in home meagement residence sndidiseussee then in relation to their managerial aotivity.’ . I V ' ' I The objectives are: . i. To identify the interpersonal'fv'aluesqof the students at ' home management residence. . I! ‘ . ‘ 2. To compare students' interpersonal values 'with managerial _ ’1 ratings. ' J ‘ ' ' - CHAPTER II Bgvisj of Lgtsgaturo ‘Qggiflltion_pnd Th5?fvfiofiigp*p£;anucgéln Hofio flanjjounnt Values are ascribed to an object and do not exist by themselves. Frosdizi says that values are not things nor element of things, but properties. ‘qualities, which certain objects called ”good“ possess. (1) l. ‘ Since values are discussed from different vimomts, frequently coumsion results. It is necessary to mks diz- tinction between ideal said real values. Gross states hat a distinétion should be made between real and ideal values as well as the distinction between ideals and real behavior. He seas that “the real values are those which are actually followed in everyday 11th:. which can be empirically mom-.1. tied in behavioral patteme."(2) Home management is the practical science directed toward the study of the activity of improving the mm 11mg. The 31:qu or values in this tield some to isprove understanding.” ‘ ‘. Values are social products. They have been imposed. upon man and. only slowly inteinalized, accepted and usoi as .his on criteria or wortlrzdj) since, man needs longer pro- toot“ period ot‘depenoenoe than other snimals. the feet n... KR rosfilto in (a) 33313: roqvioito tho universal oxi3tcnoo ct inctitutions dosignoi for the care and fooding of the im~ mature and tho holpless, and (b) forcing upon growing intent on acquiescence to tho dofiande of preucxlsting, established social and cultural 3333333.(b) who family plays on ivportant role in transmitting 331133 to children. Ralph points out: Every society creates i 331 images of what the bohrvlor in thought and action of its members should to. was taken together thooe imogoo exprmoo the vision of {:19 good life thot the people of the society h:~vo 333‘3‘31 Those images, known and approvod by the momto~3 of t 3 society, give form to its 333.333. A voluo is on 1:311. a p3rrfligm setting for c a d33i 331 331 ostosfiofl p333i - bio 333131 reality. 13 3330333 values are holiefooao beliefs that the ifiooli33d ways of livfi.33 331 acting are the boot ways for the society. no 3333 731333 333 beliefo they 33:33 to 1333133 tho 3333333 of the oooioty to not in the 33330333 3333. Beoause val.uos arc i”331 pictures they provide a means or Judging the quality of actual behavior.(5) not only do values influence actions. but they influence one' 3 thought and emotionsdé) ' .. Importance of voluos in homo management is that they influence ono's choice or action (goal). and means, and notes of carrying out on action. .Gross and Grandall says It is a concept of the deoiroble. explicit, or implicit. which governs our choice or methods. modes. or*goalo Of action.(?) Kartin describes methodo, modes more preciselyc‘ Values influence choico of goals (ends) choice of row sources (moans) to moo in achieving goals, and also the choice of 3338 (modes) of tarryina out tho ection.(8) In.ordcr to reach the goal. one must have some stonlards to Judge. standards give content to.adoqu3to Judgéent. . willy-Ass also some 33 332.333.433.73 3221:3331le or criteria. mlmmlgiu‘m WM 1?! ”gamutmmm The concept of homo men3rgenent has been shifting from its emphasis: merely on 23221113 and household activities to family living; Fm: regards the family as a cultural agent 3361 as the area for inlivlilvzl pomonality mitillmmto Re 51311: Homo maxim. *5.th is a may of 111‘. for which the home-- maker mantis clarification of aims and purposes, napimtiono and 3311333 and a faith in tho supremo importance of humn r3) rations that alone give the home social Justificationdfl T322413 into common-32.1.33 this and value, Gross and 03336.31]. 1131: long-tom 3331:: 3231.331 are important in all families. Tim; are: (a) tha woll-mmiod doveloymont of individual 1723 here of the group within their possibilities and limits.» tiozas. (b) the development of satisfying relationships with-in tho family or other intimate groups. (0) the recognition. acooptanco, and. opjorooiéztion of minor: differonoos, (d) the! acozaptanco of mtual roaponsibilitylof family ma oommaityd?) 03".; of lamp-tom 303.13. one can out fip'moro specific short- 33x1 80813. . I . I . Malone and Halono say tZ-mt management plays an impoz’tant min in 21mm: developmont. The? stats! " 3 t In tho devalopmont of tho family 331:1 family 3.333333, tho broad goal is to achicvo certain desciroi 33.333 023.3733. Nanagomont Frinciplos are user-1 to help devou- lop people into the kind of persons, they wont to bo.(lO) .’ :i* =3 11111-3 31131 1-1.,- If p33313 try to 33333331313 lives, they must knew what fiiaey “::33 33 be in 33333 to 333 per 3.3331 333 £3311? 3333. P333933 33 :13 13 hi 3313 1:1339 2: L333 in 3333 usvclovflrno for c :13 by having olcar1gm 313 can 333312333333 11333. in an .13. 31113331: 31111111111410) T'?‘”““V”*'~1 V31333 333 “33.333103 333133 in Y333 333313 333 tar-M :“i ngt: ;:‘.‘) Wt- mt. Rallidny studied stuicata taking'homo 3333333333 coursos at 31331333 Stnta U3133rzity and identified tour-33313 of op- tAV‘m 31333333? 3331 23'331333 on tho basis of stat 333333 3333 by students in ezponsa to the questionnaires, subjective *terpretation of obsorvefl student 333331023 333 support from 7.11toratura. These goals are: '(3) to 3333 the 33p333333.on of alsnifloant o ther'pooplo, (b) to meet own expectation. selforeallzatlon. (o) to have happy. harmonious group or £33113'11fo. (d) to create oonditlons for optimum developrent of individuals in family or group-«physically. ofiocionally. mentally. and. 91111113131111. m) ' 831333333 studied the supervisory function in 303133 3333333131 r310 in résldanca course. She indicates that supervisory technique is primarily that of human relations, thoretoro aupervisony technique and interpersonal skills on tho part of tho ma3agers 333 tho‘workoro are closely relat 33 to goal achievement. She 33333 this statement: 81333 a su33*3133"'3d3ts his behavior to the inter» notional 3333333 boi~3ln.h‘mself‘3nd 3033:333, or among workers, mo.m precise cxamination of the intern notion 18 required.(12) 8 Survey of Intervene-111 Values was designed to moo. sure six values: involving relationships to other people or their rolaticnships to him.(13) Gordon says thatthoso 31: values. support. (:6. fornity. mcomition. independence, benevolotaao, and leadership are important in the individuai'o personal, oooiai. marital and occupational adjustment. The following are definitions of tho values in the scales: 3-Support: Being treated with understanding. mootflag anomzrmgomont froth other people. being treated with kinflness and connidoration. C-Conformityi Doing what is socially correct, following regulations closely, doing What is acoegfimfi and proper, being a oontomist. R—Rooogfiitiom Being looked up to and admired. being oonoiéorod important, attracting favomblo . notice, achieving: recognition. IoIndopondonoet Having tho right to do whatever om Wants to do, being free to make ono's om docioioris."ooiné oblo-to do things in 0219's am not. i. ' B-Donmlonooz Doing things for other people, sharing; with others, helping the unfortunate, being generous. Ian-Leadership: Be 213 in chm-go or other poopio, mm. “.19; ' . authority over others, being in a position of‘leadomhip or word”) ‘ ‘ Cor-relations between 3031639 on the SI? and traits as mods grad by the Gordon Personal Inventory. and Gordon Personal Profile. _ based on a sample of 1% college students are listed in the ' Manna1.(13) " ‘ A. " " ' ' ‘. Descriptions of trait tendenoiee f'odnd to. be associated with each value are: Support '- ' ', ' Nona-reflective. looking visor. ‘ dependent. \mmliabie . ‘ Conformity Careful. reoponsiblo‘ Recognition I .. Anxious. sociable Independence ‘_ ' ' puma-sociable ' Benevolence _ Tolerant. under-storyline Leadership '- An original thinker. energetic, " ' ' self-assured and assertive I The device to evaluate oue'a managerial eotivity was develozaoci by Gross and Croatian. Home Vanegement Yard Stick was developed to find how good monogament actually is in i. io'ugon Homosdlh) Areas of managing time. energy, money. household production. conservation of good, present eotivitieo for fixture dem10puent. and inoontivoo for homo magement were utudiods The results indicate that if a womn rum-:1 a low total score, eho {was apt to be low in all parts of mam-e- meat. and if she was higher in one part, she was apt to be higher in all. Ferns compared the ratings of students 121a homo management income at Hichigsm Stato University by the faculty advisor. by poem. and by thereon“; nor finding 10 was that ti: o peer group rated the student higher than either the faculty or the student rated herselfd 15) .}V. f e. 'b‘ 5.‘ ' ‘ 5 ~ ".5 ' , 3 . " p .3 . . . V J .1 . a ‘, h - ~ -' f b ‘ ‘ ’ 3 . ‘ CHAPTER III The study was dosimed (1) to identity interpersonal values 01‘ the students in home management residence. and (2) to compare studente' interpersonal mince with managerial ratings. ' f ' Qgegriptimflefikthejumeet The subjects were thirty etfidente' majoring in Home Eeenoa mice Education at fiichigen State University who lived in home management residence during the meteect 1966. They were Junior or eenior girls. Five students lived in the same unit for three weeks; Each student carried the managerial role for three days.“ The manager made plans for using family-like resources. and fictiveted other persons. to act for the deeim- ble goal outcomes; she planned the menu. made werk plane fer the cock and the assistant cock. and bandied group money. She was responsible for serge additicnei activities. It was inevitable for the manager to interact with other peers ”for the goal achievement. All persons were responsible for per- tioipatins in map ectintiee to some degree. ti of Measurement 72min To identify emdents' interpersonal values, the Survey 11 of Interpersonal Value (31") was used. To lmozv stndents managerial ratings. the advisers in the horse management residence enabled the writer to use etudents' evaluation sheets developed by Gross and Grendel}... I (a) Survey of Interpewonel Value (SW) The Survey of Interpersonal Value (51V) was declared to measure six interpersonal values in Support. Conformity. ' Recognition. Independence, Benevolence and Leadership. The instrument was forced-choice format, consisting of thirty sets of three statements. Each student indicated one state- nent as representing to ”eat is most insertent. and one as representing the least inoortant among the three statements. * Accozding to Gordon; the present form or the 81V is appropriate for use with high school. college; industrial and other groups. Reliabilities estimated .by the Kuderu- Richardson towels on data based on a temple of 186 college students are sufficiently high to permit interpretation of on scores for individual use. (b) naneaerial Retinse Managerial evaluation sheets were used to judge cart of the students' achievement in ENG!) 332 Theory and Application ci‘hone management Course. These " managerial evaluation sheets were developed by Gross and Wendell. (See Append 5:.) After three days managemhip. the manager evaluated herself. . and {our peers evaluated the manager so --that manager's cvaluaticnhad increased ctJeotivity, These sheets were 13 nonmetal at the and of the winter term in 1966. The advisers in home mmogsnont residence at filchignn State University permitted the writer to make use of them To Mentit‘y stnaents' interpersonal values, the Survey of Intcmorscnel Value (SIV) was administered. on North 11, 1966. at the class room. O. .3031 student's raw score was coloua loted according to the alrootions on 33A normal for survey of Interpersonal Values. Interpretetlon of the scores on the 3:? was made by referenoe to the Rational College News» Female prepared for each of the ooslm The norms based on data for 7&6 college women were listed. on the menus]... Infil- t'idual'a percentile stores more classified into five levels: 1.) Very max-493m to 99th percentile ‘ ,2. High «son: to 93rd percentile 3. Average -h-32nd to 67th percentile _- 4.3 low id _, 4»; 8th to Blot pontoon}: . .5. Very low - lst to 7th percentile steaming to the direction, thejlet and 70th percentile were used as cutting points for deterrining whether or not an . I individual” true score was above or below average. ' 0310 item on evaluation on the retina shoot Wes mitts-'3. ‘ because {our students did not evaluate themselves. The total managerial scores were average scores of 17 items, The scores on group relationships were average scores of leader» chip, coapcrmtion ani contribttlcn on the nanngarial rati V 80318. (See Appenflix. The average selfusccraa in group relationships, rsonal dev010pmont, standards, and the managerial process were divided into the following three ranks: 300 d 0.0 High 2.0 - 2.9 .. ‘ mum \ .. 1‘0 I- 109‘ L0! ‘V. ,1 3" 4 .- '_‘.I": CXAPTSR IV Findihqfi . ’ Objective 1 The time opjaotiya m to iden‘tify‘ students' inter- personal value: according to the-Bane? of Interpersonal Values. The 91: values measurad. were Support. Con fanny, Recognition, Independence, Benevolence and Leadership. Cormxisgn of 3699223 , _ . The results or the Survey of Interpersonal Value ($31?) tent by thirty students in home management residence were compared with the 3:221:1ch College Roma-Female. Table 1. A Comparison of Hearts of National College moms-2- Female and Students in Home“ Management Resideme _. AA. ‘_ .‘ .A A L ‘— 4. A“ .. Mr AHA— ..n; M A »# 2A _ ##— W w—w- ._ 4__ ‘._.__ mean H 8 C a I B L Na tional College - Ircmwl‘emle - 7125.17.23 112.2 12.1 16.2 18.12 11.“ 1’0 3 tangy-:22»? 2 I ' at2lents : - 3° 1903 11.8 1206 .18.8 17.8 1002 Eifrcmnca 051.5 2'“ ‘ ‘05 .206 06 1.3 4 ____ —AA—-A 2. “A - ....._.... A... L A M_._____ _______ Thirty students in hem-a mszrmgemene residence obtained higher 15 ,4 (,2 2:322:13 than the Samoan]. Cull—3:322 3132.2222-E'3725210 1:1 12121-232121.1:21:23, pup art. an' Raacgniticn. Thcir means in Conformity. chdorb ship and Banevolcnoa were lower than those of the National KO 5.‘ J33. 1122‘ 2-1-22 '13:..12*"tr“:~}.2.‘“1 Infilvhiuul'e persnntila scores which were obtained in c2223rlaon with the National Collogo‘norms-Fomalq'woro classified into fivu levc18o_ Tabll 2. Number of Stuaenzs Banking Interpersenal Values Classified by National College Earn - ‘Very high Blah Average Low very 10% T0231 va1uea 94.99 70-93 32~69 8-31 1.7 Support: a 5 11 ; 1o 0 :30 Inflependenca.n 3 . 9 _ 12 1,,f A 2' 30' Renavolenca .w ' 2 ' 5 2_10_2 28 5 I 30 Cor22~om1cy I ' 1 ' 3 11‘ * 1.0 ' 5 3o heaagnition 1 '7 '11 _8 _3 30 22222222232219 0 5 A 13 11 1 30 k .1...“ M 1‘. A1-..‘..._ A. 1 .2 1...... 1.2. l M #2 “.2 A; _‘ .1 -11 1 ‘— w v ._.'_ W The results indicated that Leadorahip nevar was in the very high category and.8upport d1d.not fall into the very law category. ' ”‘ "" I ‘ ' ‘ ' “m up ”-473 ao (it 171‘.“ Lpln” :0er 9“” ’mm V’s-11160 0-0 a;--— -.m .... 2-... Rank ordering of higher and 1¢w3r‘values of the stufients W23 made by combining very hie h.and high values and by a fling “er law and low values follcwing the procedure of the SI? manual. The Slat and ?Oth percentiles were used as cutting pointé’ to (13:32:22.3 22.3 2.2333223: one held higher or 102.2332 73.1122) J22: the "2*1c121 001163 a Ha-;3. Table 3. number'cr Students fielding values Ranked by Order of Higher Values field -- A A __2_ m.;_._ A A“ m 4‘... -_-1 _M “u- _. ~0‘vfl‘..""“‘_“¢—‘y;. 7—2—pw— w . ”w r—— w—wV .— w .7 4* W“- Values Higher ’ Lamar Independance . ‘ 12 . .'-'_' ' 6 Support . 9 ' ‘ 10 Renegnition 8 11 Benevolence 7_ 3 13 Leadership 5 ' 12 Conformity ~ # 16 _.4 A... _. A ‘._‘__ 4;— A A A___ A.- ‘__.—_ —v—v—v— w,‘ WW Th3 ranks of higher and lower values appeared almost reversefl. The rankings of higher and ldwer values were associated with thelr'mean31 A3 menticnea before, th9122maans warn higher than the national norms in Independence; support and R3333- altlon. and lower'ln Conformity, LeadQIShlp and Benevolence. Indepandenoa appeared mast frequently'as a.highsr'value an! lens: fruqunntly as a lever2va1u3» I‘d‘fifl ‘2- ,3 2» nacnd hi Support was the at value and the aeoond lowest VBIHGI‘ Inggvidvgg Studcutgpflnighgg;gn1uag fi-e‘ Each’stud Among thirty students, nine atudants had one 4033933. '?31 13. tlftaen students had two kinds Of higher'val '3‘” \bw 3! €11 stuéen: a pusscscéd thrae different higher'valuez. out held all of’the 31: values in different higher amd Four student 3 did not rat: 3.33 value ctrong enough to classifiy in .tho h: gher'valuo cv‘2~2*r. 33513 a. 33333: of 8* fit .4 icnts and Higher’Valuca ”Ola-41 wiowwfw «swan-:2 _. wfirv. iv: __..3 M "v.2 Higher 331u39 Rumba: o Studcnua Inflcpcmflwnco o d o c o o o o 4 Sn2rzrt o o a c i o o i o o 2 0011for31 y o o o 3 . d o o o 1 B‘fl“”“1““6 c . 0‘. a c 0 t 1 Lcndexship o o 3 o 0.0 o o , .1 - Support: né , ' P222-1222n . . o . . ¢ . 6’- InflcwnW‘"rfic ax - 2 2 ' , Pcn3v012m”fl . . o o o a 9 3 2 In”-rc*1:Nv3 and ‘ 2 3F’7'“3.-..1i"3 c 3' 3 o 0 »o o 3 Confo“~91 335 ' ’ E033“ 0363 Q . g o a t o 3 Inde“wfifln a, neccg. _ nitlon a:.d Sapporc 3 o o ' hide-1:22 .. £132.10... 322.2333... _n1tion and Leadership q a NO hlfihflr 7.2111193 . g g g a . 1‘ Total 0 o a o a a 6 o t o 0 3° “n glar Va uea 3 arm n3 0011986 Norms. 19 Students aim hold the some higher values; were examined to coo timothcr or not thoy possessed similar lower values. Mom; four stwionts who shot-cod higher values in Indopondoncc. stir-3o of then hold Confcmity on their lower values. For two students whose higher value was Support. lower values were Contamity. Benevolence and Leadership. 81: students solootod both support and Recognition no their'highor values. Among these six. Leadership appeaxod fivo times an a.lowor value and Bonovolencc‘oppoorod four times no a lower value. Three sturlonto hold Benevolence and Independence on their'nignor values. All of then hold Conn ' tomity and Recognition as their lower values. Among hroo students who were higher in Independence and Leadership. support and Conformity were lower values. For three a .tdcnts whose highor~vnluoo more Benevolence and Conformity. their common lowor'vnluos worn Recognition and Independence. Two students had thrco different highor'valuos either in Independence-Support-Recogniticn or'in Independence- Rocognition-Loodorohip.._They had oommoanowcr values in Conformity and Bonoiclcnoo.' Objective II The second objective was to compare otudcnts' inter». personal values with managerial ratings. interpersongl#volges opfi‘xofiolffiooegeriolwfintigg After a three day monogership. each student evaluated herself in managerial rating scale developed by Gross and Crondoll by checking on a scale of one to four according to her’ochicvomont. '(See Appendix.) The total managerial score was the average of 17 items of the managerial rating scale which included scores on group relationships. personal develop- ment. standards. and managerial process. In the managerial 'process the item on evaluation was omitted. if students ob. tained more than three points. they sore classified in the high category. If their scores were two points, they were classified as medium. While one point was low. In general. students. were opt to evaluate themselves in the medium category. Only one student-obtained a managerial score of above three noints in total. and none obtained less toQI two points. The tendency to evaluate self in the medium category was slso found in scores in group relationships. » personal develcpncnt. standards. end managerial process. student's individual managerial selfascores were rank _ oriorod and compared with the higher’interpersonol values ,. hold. Individusl scores and higher interpersonal values I were as follows! ‘ Table 5. M _._-_-_._.— managerial Self-floors Efihfif-lfi?}difififi'vcfluifif Individual's Total Honogorinl self-Scores and Higher Interpersonal Va use. (Haze) ~ ‘___A A ” ALL‘AMMLA ._ NM u g A w. .v wmw vr‘v ' Higher Interpersonal Values ‘ ~ 322 H!) .1 mummwmmmwmmwmnwwmmwnmnmmw»wmwu o P :3 b3 Nww-t‘r rm mum OCAQNQQQ csamowxoxou $9 ,3 0.......UCC.’...#D.IO.CCOOCOOC Interpersonal values with on-y two exceptions fell equally above and belch the medien point of the managerial SCCI‘L’JSg _lpterpereonel Vhluee nnd_fiifh Genking Managerial Couponeggg Individual student's higher values were compared n th high ranking managerial components of group relationships. personal development. standards. and mnnsgoriel process. Four persons who hold Independence as a.higher value did not rate themselves high in any managerial activity. ‘Of the two persons who valued Support; high scores were in group relationships and steedords. One-person who held Benevolence as a higher Value obtained high scores in group relationships and personal develoynont. Persons who held a higher value either in Leadership or'Confornity did not rote herself high in any area. J I _ ‘ some amppzrtvnccogniticn ncrsonc scored high in all areas. Bensvclencoelndependoncs‘peeple did not show high ' scores in group relationships end personal development. he Independent-Leadership persons'mnrked high in all areas. one Benevolence-Conformity person obtained a high score only ‘in stmidmfls. ‘ ‘ ' ’ Support-Recosnition-Indopondence persons showed high scores in personal development. and Leadership~necognitiono . Inflopendent persons did not show high scores in any area. ,1 v3 '. u 0 Table 6. Congaris on of I:111“idnal Student's Higher Values ' and Higzx “~*Vin Han 3:131 Co upononts of ” Mo orial r Performance 1 J _ 2 . ":1 ‘ ”til—(“o‘enom "M on 2 _ M W“ fl” ‘. or: .m " 2 212217221 :..-2.2Z‘;o.:mI ifiigh Value: Rolotion2h2p212-2; elopment Standards Prooo 33 ”_(Hg30)__> _A A i 1 222 A# 1 I I I i I 1 I “ ._._._ M 4 ‘ T ‘ ‘“ ‘* ‘ ‘4 W "s " if “‘ ‘“‘ ‘ if “1 * M. 2.8 m M -2 1 A - __ 2 M :2 A A; a 2 .222 EL :2" 2 2 2; LM _2 A 22.2:1w 4“. “£222: ._ 2._ ‘"'d‘ 222 ‘ 22 “fl; 2.- 1 2 1 Sn if BTW f‘ '" 11 'fi a 33 H K « ' H 38 H 1 H 1 SR I f 53 I ’ S: g _“ A _# M m _ .2 2* 2 M "_WB ‘WV *fi w fl H frat; w j“ ‘ BI > 1 . H 11 .__.;§I “_ M“. 1 _2 1 11 11 1 “.1- “1* 1L “ Hwfi' ,“*'E 1 “fi‘* BC "" ’W' " "fi; 22 fi— 1 BC I ' ‘ 4 i A. i 1 22.. RD -2“ J_ k # A; A _“ 551K”w in. _ 2 M2 _ H _#A 2 7 A A M 1,..22-211 7:4” 21211 A 12 hard 1 W ‘ v '1 “ K“ K I 311V : i . 2‘ - r _‘ ' ,2» 1 . ’ NHV ‘ I ‘ 1 ‘ 1 t ' rmv "1 ‘2‘ “‘Aw“: V ‘ ;:“ ‘ WA ‘“‘* ;“‘4“ ‘ ‘ when individual high interporeonai values were compared with high ranking managerial components. high eooree were distri- buted regaidleso or one'e highe21ve1ues. except the persona I") who 3291-1 one higher value in Inrtoptmclonoe or Leoflerohip or n'orrfl", and one porn on 233: o hei :1 three different higher 7221333 in Leadershipu'noo cog-:33. ti on-uIndopendenee In group relationships, personal deveIOpment and. 3:23 aerial process, persona higher mluea consieted off: 133332... Recognition. Independence. Benevolence and Leadership. The value Conformity did not 333:3 its appearance in those 3-3333. high values of the persons who marked high in stand-3.1333 were Support. Conformity. Recognition, Indeoendenoe. Emcee- lenoe, and Leadership, merofore. the mine Conformity 3pc- pearod ones in stonierde. lntgg'WMM'l. Voiuee 3331 ”I 323333219 Score on r'onmwigzflfy‘g‘ Leadership score as a specific characteristic: of 2:22:23- aerial rating was chosen to compare with hir'Her into 3.3331 values of the student: since thin was described similarly to Leadership on the 31‘! test. The results of the SIV 13313 3:33 these studehtei. obtained lower meant: in Leadership than the Rational Home... Only five out of thirty students held Leadership so their higher value. Leadership on managerial retina; was one of the 333112333333 of group relationships. 33313951933329.3212. group relation» ships on managerial rating ineiuded contribution and Cocoon- tion. The leadership more on mmegeriairating was 132:. only 17 percent of the Whole groin: obtained 121:3: 3121333023 in leadership, on the other hand. 83 per cent obtained high m m coir-score in ooommtion. and 53 per cent: obtained high colt-Boom in contribution. Persona evaluated high in leadership and their higher inborpereonel values were as follows: Higher Intemoreonai . number of Students Values I :33 IL No higher .miue 2 Among the students who held Leadership as their highest ' interpersonal value, only one of them scored herself high - in Leadership in managerial rating. Persons who held Con- i‘ormity or Benevolence did not: emimte self high in . MGM!» '3 HHNH CEL‘iPTEH V- ;‘gmmry 913111.31 e $233133 The objectives or the study were (1) to identify the interpersonal values of the students at home management reoidonoe, and (2)1312 compare students' interpersonal vole-es with managerial rating-e. .‘I’ho subjects were thirty juniors and seniors majoring in Home Eeonomioe Education at Michigan State University who liveiin home 13333333331: residence I during the winter of 1966. The instruments used were the Survey of Interpersonal Value (31?) to identify intomersoaal values of the students and the Rating scale for Home 3333333- mont Residence Course (3:309 332 Theory and 39311333103 or Home management). to determine their managerial scores. The findings on interpersonal values were:- 9, (3) Thirty laments intone management residence ob- " coined higher means in Independence. Support: 333 Recognition.7and obtained lever means in Confomity. Leadership and Benevolence then the National College ‘ Norms-Female by survey of Interpersonal Value (81?). 1 (1)) None ranked. Leadership in very high category. 3311 none ranked support in very ioweategory. ' (e) The rank order of higher values by thirty students 26 were! {1) Inclegrrezmenoe, (2) Support, (3) Recognition, (In Benevolence. (5) Leadership, (6) Contoreity. (d) The row: order or lower values by thirty students were: (1) Conformity. (2) Benevolence. (3) Leader- ohip, (h) Recognition. (5) support. (6) Independence. (a) Each student hold each of the six values to some degree: nine held a single value strongly enomh to be rated as a higher value. .Four held no value classes as higher. All other: (i?) had oluotors of two or three higher values. ' The comparison 01‘ interpersonal Values and mmaeegeriel ratings was made on the bash: of 'Lndividual's higher mines as determined by the National College Name and Emagoriel self-soares rated by students error three days memorehip at home moment residence. ' The findings were: ‘ . (11 Total managerial ratifies were; not: associated. vie: ' — individual specific interpersonal (values. einoe interpereoziol ‘v‘aluee with only-mo exceptions fell equally above and below the medium point or the managerial eooree. ‘ _ (2) High ranking managerial components were not. as- sociated with a Specific higher value individually hold. ' (3) Leadership score on managerial rating was not associated 1:11:21 intermemonal value Leadership. Among group relationships. more students evaluated self high in cooperation and contribution rather than leadership. This trend was associated with their higher moan In support and Recognition and lower means in Loadershtp as tho ”suite of the survey of'mtorpersonal vamp. m oat ; ‘ ‘ Each mum; hoe different. sees a: interpersonal. values onion hood to be: interpreted .121 relation to group' living. 1m. descriptive study of interpersonal values and 'mmgorial rating was very limited. Tho relationships boa mom in tomomonol values and managerial achievement am not certain. further lnvooeigooion nooao to be mam ‘ ‘ sons implications can bo suggootod from this otudya (1) Further study 13 needed to clarify relationships bemoan ammo-persona]. valuoa and managerial achievement. (2) Studioo on studenta' managerial achiovomont and Incorporsonal values moaned not only by salt. but by peers are modest. 10 2o 3.- h. 5. 6. 7. 3. 96 10.’ LITERATURE CITED Prondizi; Hisiori. fifict Iogyoigg? Open Court. 1963. P. 0 WV ‘ Gross. Folikc. Infinite Values and Social Change. ngnncggiops- f ghc new York Acoogny of Scioncgg. 3.3316 1304. 19. 91350 English. Horace B. and English. Ava c. A Comprehensivo Dictionary of Psychological and Psychoanalytical Terms. Longnano. Green and Co. 1958. Goldschmidt, Waiter. ‘ygg'o max. A Ro1t~nryden Book. Holt. Rinohcrt oni'hinston, Inc.. New York. 1959. P.22. Ralph, Henry G. Traditional value: in American Life. Prepared for the United States National Commission for Unoooo. 2nd Edition, washington. 0.0. 1950. P.v. Barry. Ruth cnd‘Wolf. Beverly. fictivcc&;gc1uogawegg Bewlitggg. Teacher's College. Columbia University. 9 30 8. ho. Gross. Irma H. and Grandail. Elizabeth W. ‘flgggggggxg For Eudora Familiesu new York: Appleton-oontury— ,’ 3" ‘3‘“ ~ '3Eoi53. Loroaioh :ubliahing Company. 1963. Pa 22. 290 aortic. Ecthor.i. Analysis By A.Construotivo Typology of wives' Values Evident in fiancgeriai Decision Situations. Thesis for tho Doproc or Ph.D.. Michigan State University. 1965. P. 3. Frank. Lawrcnoo K. The Philosophy of Home Eanagomont. ' Proceeding of Seventh International Management Congress. Vol. 7. September 1938. Malone. Carl c. and noione. Lucile H. Decision Making and Hanagomont for Farm and Home. The Iowa State college Press. macs, Iowa. 19589 PP.235, 237. 29 11. 12. 13o 1‘. 15. Hollidcy. Jenn R. A scaly To Explore The Goals of Studentc Taking A none Homogenent Course (HrCD 332:). At Kiohigon State University And The Developnent of An Instrument For Comparing Goals Among Selected Groups. Thesis for the Degree of M.A.. Michigan state University. 1960.1nh6. Shiconnke, noiko.‘ Supervisory Function In Student nenogericl Role In Home noncgencnt Residence. Problem. niohigon State University. 1965. P. 83. Gordon. Leonard V.. 83A Henna). For Survey of Inter- gereonal values. Science Research Associates. inc. 96°. 90 3.. . areal. Irma H. Reasoning Home Management.- Hichigcn State College Agricultural Experiment Station Circular. Bulletin 211. Karon 19b8. Porno. Esther. A Study of The Comparative Ratings of Students In A Home Boneremcnt Course By The Faculty Advicor, By Peers, And By Themselves. Problem. Michigan State univereity.. 1955. P.22.~ APPENDIX. Ranking of Six Ihtorporoonol Values by Students (8330) . vf ‘ w 1 student Higher'voluoa it average 1 Lawor‘Voiuos WWI-WM:- ~ “ 1 1' 1 $3 I EL 1 2 ‘ '1 BL SC; 1 a 4 I A CL 833 .i i_. ‘iii.i_w Iflflf “ __ +_ SRL #m on w 5 W4 - 3 ‘ M IL: L Ck”... W _ 6 ___AT#“MA#3 fl. __A ARI - 1‘A_ #mmfiu ‘ , 7: ; __-: :A:.:.:_;_”- ' _ sift; I ej" { f i _" *_ ‘L ___if:’ _::;A_Cfiawn SM_;" _m E""' 3.4 . , k C A_’ Ajufioo g W'oa _‘w* , L 'f"8d”"" f"‘fi* B ” ‘EC F 11 1 ' so 1 ‘- co IL * I 12 SR 1 CI EL 4 1 isn . CL 13 45- if- if .1 MW orig: m anti... 1 10 { p); L 01.31.. L 17 IB 8L CR 1:38 MB ‘ “‘““ 3L“ “ A“ cq‘ “ i 19 V IL ,' w B r 1 259.. 7i I I g: * v 2 1 "B in ca ‘ ‘ 1 an; i 2; , ca ‘F 3L RI . m CB “ 1* _¥ ““h‘4m M A _ Wt. ‘ .1: j _ {22.4.1 V W W ELIE 7 a; _i BIL 1 __ “‘3 A -i on iihfl I 2; 1b -.. none " SCLEV’ " ififw f 2 None ocnoL ‘ I 1 29 , None r SRIBL C 30 ; Rona } ‘ scazn 1; B } JA‘L‘ ”m A ‘Zfiifé ““ Mm.“ “A A v. A~1 ua“.|',i‘ _" , .‘ ' I ' I ‘ . ' APPENDIX ' . . ‘- Individual Student": new soon By. Tho Survey of Interpersonal Value A in __ i A m. A Mi W ____A_ i L7? x “M ' WM _.___L # fiwvv WV“ 3.ng A. w... #1311de i o c a 1‘ I 1 a L 4 ‘0 r i 61 1 _. N ‘0 p ‘3 pa 0 p p p *0 A02 Mark your answers in column A -——-—> A To be free to do as I choose . a .. :::::: ;;:::: To have others agree with me . . .. _ ............... . ................ :::::: :::::: To make friends with the unfortunate 33;; 33;; To be in a position of not having to follow orders.-............... ;;;:;; ::;:;; To follow rules and regulations closely :::::: :::::: To have people notice what I do :::::: :::::: _ TO hOld an important job or office :::::: :::::: ' To treat everyone with extreme kindness ;:;:;; :;:;:: . To do what is accepted and proper :::::: :::::: To have people think of me as being important...............--..-- :::::: 32:1: To have complete personal freedom ......................................... I ;::;;; :;:::; To know that people are on my side. I :::::: :::::: To follow social standards of conduct. . .................................... ::;;;; ::;;;: To have people interested in my well being ............................ _ :::::: :::::: T0 take the lead in making group decisions ............................ ; :::::: ::::;: To be able to do pretty much as I please ................................ 333 333 To be in charge of some important project ................ .. ............ i 333 333 TO work {01‘ the good or other people ........................................ . ;:;;:; ;;::;; To associate with people who are well known .......................... : :::::: :::::: To attend strictly to the business at hand ............................... : :::::: :::::: To have a great deal of influence .............................................. ' :t:::: :::::: To be known by name to a great many people.............-.......... :::::: :::::: To do things for other people :::::: :::::: To work on my own without direction...................................... :::::: :::::: To follow a strict code of conduct....i..... .......... :::::: :::::: To be in a position of authonty :::::: :::::: To have people around who will encourage me :::::: :::::: To be friends with the friendless :::::: :::::: To have people do good turns for me ................................... :::::: :::::: To be known by people who are important.....................-......-. :::::: :::::: To be the one who is in charge ...... :::::: :::::: To conform strictly to the rules :::::: :::::: To have others show me that they like me :::::: :::::: TO be able to live my life exactly as I Wish :::::: :::::: To do my duty ::::: ....... To have others treat me with understanding................... :::::: :::::: To be the leader of the group I’m in :::::: :::::: To have people admire what I do :::::: :::::: ’To be independent in my work :::::: :::::: To have people act considerately toward me ...................................... To have other people work under my direction.........-............ :::::: :::::: To spend my time doing things for others..-..............-............. ::::: ....... To be able to lead my own life ................................................ ' ............ To contribute a great deal to charity .................................................... ‘To have people make favorable remarks about me ........................... A-3 ‘ Tom the page and go on. 5789/ l-98765432 Mark your answers in column B -——') B To be a person of influence _ .. _. .. ------------ oooooooooooo To be treated with kindness . A. .. _. , _ _. ------------ 'l‘o always maintain the highest moral standards a. . . . ------------ To be praised by other people .. .. 33;; 33;; To be relatively unbound by social conventions ------------ ...................... uuuuuuuuuuuu To work for the good of society .. . . ............ ............................... oooooooooooo To have the affection of other people ........ 333 333 To do things in the approved manner ........ . ........................................ To go around doing favors for other people. ............ To be allowed to do whatever I want to do ------------ To be regarded as the leader ............................................................. To do what is socially correct ............ To have others approve of what I do .................................................... To make decisions for the group ................................... ‘ ......................... To share my belongings with other people..__...- ............ To be free to come and go as I want to ................................................ To help the poor and needy ..... 3...; ...... To be given compliments by other people ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, To be in a very responsible position ...................................................... To do what is considered conventional .................................................. To be in charge of a group of people .................................................... To make all of my own decisions ------------ To receive encouragement from others ..... . ........................................... To be looked up to by other people ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, i ............ To be quick in accepting others as friends ............................................ To direct others in their work 33;; 33;; M l To be generous toward other people ..................................................... To be my own boss .................................................................................. To have understanding friends ............ To be selected for a leadership position ............................................... To be treated as a person of some importance..._......-............ ............ To have things pretty much my own way ............................................ To have other people interested in me ................................................. To have proper and correct social manners .......................................... To be sympathetic with those who are in trouble ................ .. ............ To be very popular with other people .................................................. To be free from having to obey rules ......................... -, ,,,,,,,,,,,,,,,,,,,,,,,,, To be in a position to tell others what to do ........................................ To always do what is morally right :::::: :::::: To go out of my way to help others 33;: 33;: To have people willing to offer me a helping hand :::::: :::::: To have people admire me ............. :::::: :::::: To always do the approved thing ........... :::::: :::::: To be able to leave things lying around if I wish.......... :::::: :::::: s c|a A IIIMIIS IIZLIZI 23:12: :23: 5Q 89 “E2" 59 8‘3 S ‘é‘wo 0—03 35° 3§§ ét’z U‘ :1 6-) ('3 H w .l“ ’5 13:: C32 E E 5?: U.— n. 2.. .92 1°58 35.: I—u om ”m SURVEY OF INTERPERSONAL VALUES By LEONARD v. GORDON DIRECTIONS In this booklet are statements'representing things that people consider to be important to their way of life. These statements are grouped into sets of three. This is what you are asked to do: Examine each set. Within each set, find the one statement of the three which represents what you consider to be most important to you. Blacken the space beside that statement in the column headed M (for most). Next, examine the remaining two statements in the set. Decide which one of these statements represents what you consider to be least important to you. Blacken the space beside that statement in the column headed L (for least). For every set you will mark one statement as representing what is most important to you, one statement as representing what is least important to you, and you will leave one state- ment unmarked. Example M l To have a hot meal at noon :::::: — To get a good night's sleep :::::: :::::: To get plenty of fresh air ................................ _ :::::: Suppose that you have examined the three statements in the example, and although all three of the statements may represent things that are important to you, you feel that “To get plenty of fresh air” is the most important to you. You would blacken the space in the column headed M (for most) beside the statement. Notice that this has been done in the example. You would then examine the remaining two statements to decide which of these represents something that is least important to you. Suppose that “To have a hot meal at noon” is the least important to you. You would blacken the space in the column headed L (for least) next to this statement. Notice that this has been done in the example. ‘ You would leave the remaining statement unmarked. In some cases it may be difficult to decide which statement to mark. Make the best decision that you can. This is not a test; there are no right or wrong answers. Be sure to mark only one M (most) choice and only one L (least) choice in a set. Do not skip any sets. Answer every set. Turn this booklet over and begin. SCIENCE RESEARCH ASSOCIATES, INC. *5. *Rb 259 am we sneer, cmcaoo. rumors coon Copyright I960 © Science Research Associates, Inc. All right: reserved. Printed in U.S.A. Reorder No. 7-2760 Michigan State University College of Home Economics HMCD 332 RATING SCALE FOR HOME MANAGEMENT RESIDENCE* ‘l iii ‘1 Better ' lgifieczmzfit rigid". ..Average than Superior ~ Comments tag ag average A. Goals, values and standards . 1. Group relation- ships. LeaderShyp Cooperation Contribution to the groqp a. b. c. Personal development a. Managerial characteristics 1) Observation 2) Initiative 3) Responsibility b. Acceptance of - differences. 2. 3. Standards (con- ventional and flexible. a. Foods and nutrition Care of house and own room Aesthetic standards Social usage b. c. d. The managerial process. 1. Planning a. Time and energy t A LAJ—‘J-nA“ #4” 'I" W1" 1A.. 4L YT I» flew c. Materials 2. Controlling the plan in action. a. Time and Basra b. Money c. Materials d. Supervision 3. Evaluation _‘ Specific points to be rated areunderlined. ‘*D98cription of points rated are foundzgnhpages 505-507-in text. 4.. a h 5abtt3 w sew eases . memmnu MICHIGAN STATE UNIVERSITY LIBRARIES l I 3 293 3056 7444 1 O