An evaluation of a university business program using select criteria established by faculty and students

PDF

Download

Open document

Flip pages

Download a page range

Download transcript

Copy asset link

Request this asset

Transcript (if available)

Content AN EVALUATION OF A UNIVERSITY BUSINESS PROGRAM • / USING SELECT CRITERIA ESTABLISHED BY FACULTY AND STUDENTS by Sheldon Clark Snow A Disse rtati on Presented to the FACULTY OF THE GRADUATE SCHOOL UNIVERSITY OF SOUTHERN CALIFORNIA In Part ia l F u l f i l l m e n t of the Requirements for the Degree DOCTOR OF PH ILOSOPHY (Education) J u n e . 1376' UMI Number: DP24171 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. Dissertation Publ sh*ng UMI DP24171 Published by ProQuest LLC (2014). Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code ProQuest' ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106- 1346 UNIVERSITY OF SOUTHERN CALIFORNIA THE GRADUATE SCHOOL eE cX-U-C UNIVERSITY PARK O W T N LOS ANGELES. CALIFORNIA 90007 > ^ v L s v E a J 7 6 S G T H This dissertation, written by ............................... cion CX ark. _ Srrow...................... under the direction of A-Ls... Dissertation Com mittee, and approved by all its members, has been presented to and accepted by The Graduate School, in partial fulfillment of requirements of the degree of DOCTOR OF P H ILO S O P H Y ACKNOWLEDGMENTS Henry David Thoreau once st at ed , " I f you have b u i l t castles in the a i r , your work need not be lost; that is where they should be b u i l t . Now put foundation under them." My castle is slowly taking shape as this part of the foundation is put into place. A debt of g r atit u d e goes to my parents, who always encouraged me to lengthen my s t r i d e . Appreciation is also extended to Dean and vice president Donald R. Sime, Pepper - dine U n iv e rs it y, who assisted and closely followed my pro gram from the beginning. Appreciation is also given to my colleagues David Ralph, Kenneth Beach, Paul Gilon, and Har vey Adelman, who gave me assistance and encouragement when it was most needed. Appreciation also goes to Mary Jane Feuster and Hoang Viet Tran for t h e i r help in gathering, organizing, and managing the data. A special thanks goes to the members of my committee, Dr. L eslie Wilbur, Dr. Leonard Murdy, and Dr. William Himstreet, who persisted with me throughout the space of this program. Along with th eir names must go that of Dr. Earl V. P u l l i a s , a true friend who gave guidance and encouragement to this neophite. Above a l l , recognition goes to my wife, P a t r i c i a , and to our children , who shared in the building of this ca stl e. No one w il l know what they have given up and sac r i f i c e d . Each of them deserves a share of the cr ed it and the reward at the conclusion of this proj ec t. TABLE OF CONTENTS Page ACKNOWLEDGMENTS............................................................................................... i i LIST OF T A B L E S ............................................................................................... vi Chapter 1. INTRODUCTION .............................................................................. 1 THE PROBLEM.............................................................................. 10 THE PURPOSES OF THE S T UDY....................................... 11 QUESTIONS POSED BY THE S T U D Y ............................ 11 GENERAL HYPOTHESIS ........................................................ 12 BASIC ASSUMPTIONS UNDERLYING THE STUDY . 16 LI M ITA TIO N S.............................................................................. 17 DELIMITATIONS ......................................................................... 18 D E F IN IT IO N S ............................................................................... 18 ORGANIZATION OF THE REMAINDER OF THE S T U D Y.......................................................................................... 20 2. REVIEW OF L I T E R A T U R E ........................................................ 21 GENERAL EVALUATION IN EDUCATION ....................... 22 EVALUATION IN HIGHER EDUCATION ....................... 31 GENERAL PROGRAM EVALUATION .................................. 33 PROGRAM EVALUATION IN BUSINESS ....................... k5 ATTITUDE EVALUATION ........................................................ 51 SUMMARY.......................................................................................... 57 i i i Chapte r Page 3. METHODOLOGY AND PROCEDURES ....................................... 59 CURRICULUM USED IN THE S T U D Y ............................ 59 P O P U L A T IO N .............................................................................. 60 RESEARCH DESIGN ................................................................... 61 J u s t i f i c a t i o n for a Non randomized S a m p l e .............................................................................. 6b Control Group Selection ....................................... 71 H Y P O T H E S I S .............................................................................. 72 DEVELOPMENT OF CRITERIA AND TEST INSTRUMENTS......................................................................... 75 Development of C r i t e r i a ....................................... 76 Development of Content Examination . . 77 Test R e l i a b i l i t y and Content V a l i d i t y . 79 DATA COLLECTION, PROCESSING, AND ANALYSIS . ......................................................................... Sb SUMMARY.......................................................................................... 88 b . FINDINGS AND DISCUSSION................................................... 90 F I N D I N G S .................................................................................... 92 Hypot hes i s 1 92 Hypothes i s 2 .................................................................. Sb Hy pot hes i s 3 .................................................................. Sb Hypot hes i s b .................................................................. Sb Hypotheses 5 and 6 ........................................................ 97 Hypotheses 7 and 8 ........................................................ 106 Hypotheses 9, 10, 11, and 1 2 ............................. 11 b Hypotheses 13, l b , 15, and 1 6 ...................... 117 _________________________ i v Chapter Page D I S C U S S I O N .................................................................... 134 SUMMARY............................................................................... 1 48 5. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS . 150 SUMMARY............................................................................... 150 General Hypothesis ......................................................... 151 Review of the L i t e r a t u r e ....................... 152 Methodology and Procedures ............................. 152 F i n d i n g s .................................................................... 153 CONCLUSIONS.................................................................... 155 RECOMMENDATIONS......................................................... 1 56 BIBLIOGRAPHY ........................................................................................................... 159 A P P E N D I X E S ................................................................................................ 173 A. FACULTY CONTENT EXAMINATIONS USED FOR T E S T I N G ................................................................................ 17^ B. SCHE1N PUBLIC OPINION QUESTIONNAIRE II (ATTITUDE EXAMINATION USED FOR TESTING) . 198 C. CORRESPONDENCE WITH FACULTY AND STUDENTS IN ESTABLISHING GOALS AND OBJECTIVES FOR THE PERSONNEL AND MANAGEMENT AND HUMAN RESOURCE MANAGEMENT BLOCKS . . . . 210 AL LIST OF TABLES Table Page 1 . Total Tested and Matchable Pairs ....................... 62 2 . Population Breakdown by Length of Time in the Program Based upon Pretest . . . . 63 3. Comparison of Groups for S i m i l a r i t y for the Schein Public Opinion Questionnaire I I : F a l l , 1 9 7 ^ ............................................................. . 66 k. Comparison of Groups for S i m i l a r i t y for the Schein Public Opinion Quest i onna i re I I : Winter, 1975 .............................................................. 67 5. Comparison of Groups for S i m i l a r i t y for the Faculty Content Examination: F a l l , 19 7 h ............................................................................................... 68 6 . Comparison of Groups for S i m i l a r i t y for the Faculty Content Examination: Winter, 1975 ......................................................................... 63 7. Correlatio n Between Pretest and Posttest for the Schein Public Opinion Question- n a i r e l l .................................................................................... 81 8. Correlatio n Between Pretest and Posttest for the Faculty Content Examination (Personnel and Management) .................................. 82 9 • Correlatio n Between Pretest and Posttest for the Faculty Content Examination (Human Resource Management) .................................. 82 10. Mean Score, Standard Deviation, T Value, and Two-Tailed P r o b a b i l i t y Within Treatment Group (Personnel and Manage ment-- F a l l , 197^) .............................................................. 93 1 1 . Mean Score, Standard Deviation, T Value, and Two-Tailed P r o b a b i li t y Within Control Group (Personnel and Manage ment-- Fa 11, 197A) .............................................................. 93 v i Table 1 2 . 13. 1 k . 15. 1 6 . 17. 18. 19. 2 0 . 21 . Comparison of Treatment and Control Groups for Mean Score, Standard Deviation, T Value, and Two-Tai1ed ■ Probabi1 ity (Per sonnel and Management--Fa1 1 , 197*0 • • Mean Score, Standard Deviation, T Value, and Two-Tailed P r o b a b i l i t y Within Treatment Group (Personnel and Manage ment - - W i n t e r , 1 9 7 5 )....................................................... Mean Score, Standard Deviation, T Value, and Two-Tailed P r o b a b i l i t y Within Control Group (Personnel and Manage ment - - W i n t e r , 1975)....................................................... Comparison of Treatment and Control Groups for Mean Score, Standard Deviation, T Value, and Two-Tailed P r o b a b i l i t y (Per sonnel and Management--Winter, 1975) Mean Score, Standard Deviation, T Value, and Two-Tailed P r o b a b i li ty Within Treatment Group (Human Resource Manage- men t - - Fa 1 1 , 1 9 7 * 0 ........................................................ Mean Score, Standard Deviation, T Value, and Two-Tailed P r o b a b i l i t y Within Control Group (Human Resource Manage men t- - Fa 1 1 , 1 3 7 * * ) ........................................................ Comparison of Treatment and Control Groups for Mean Score, Standard Deviation, T Value, and Two-Tailed P r o b a b i l i t y (Human Resource Managemen t - - Fa 1 1 , 197**) . . . Mean Score, Standard Deviation, T Value, and Two-Tailed P r o b a b i li t y Within Treatment Group (Human Resource Manage ment-- Winter, 1975) ................................................... Mean Score, Standard Deviation, T Value, and Two-Tailed P r o b a b i l i t y Within Control Group (Human Resource Manage ment-- Winter, 1975) ................................................... Comparison of Treatment and Control Groups for Mean Score, Standard Deviation, T Value, and Two-Tailed P r o b a b i l i t y (Human Resource Management--Winter, 1975) . . Page 93 95 95 95 96 96 96 97 98 98 v i i Table 22. C r i t e r i a Analysis of Mean Score, Standard Deviation, T Value, and Two-Tailed P r o b a b i l i t y Within Treatment Group (Personnel and Management--Fa11, 197*0 23. C r i t e r i a Analysis of Mean Score, Standard Deviation, T Value, and Two-Tailed P r o b a b i li t y Within Control Group (Personnel and Management- - Fa 1 1 , 197*0 2k. C r i t e r i a Analysis: Comparison of T r e a t ment and Control Groups for Mean Score, Standard Deviation, T Value, and Two- Tailed P r o b a b i li t y (Personnel and Managemen t - - Fa 1 1 , 1 9 7 * + ) ....................................... 25. C r i t e r i a Analysis of Mean Score, Standard Deviation, T Value, and Two-Tailed P r o b a b i li t y Within Treatment Group (Personnel and Management--Winter, 1 9 7 5 ) ..................................' .................................................... 26. C r i t e r i a Analysis of Mean Score, Standard Deviation, T Value, and Two-Tailed P r o b a b i l i t y Within Control Group (Per sonnel and Management- - W i n t e r , 1975) 27. C r i t e r i a Analysis: Comparison of T r e a t ment and Control Groups for Mean Score, Standard Deviation, T Value, and Two- Tailed P r o b a b i l i t y (Personnel and Managernent- -Winter , 1 9 7 5 ) .................................. 28. C r i t e r i a Analysis of Mean Score, Standard Deviation, T Value, and Two-Tailed P r o b a b i li t y Within Treatment Group (Human Resource Managemen t - - F a 1 1 , 197*+) 29. C r i t e r i a Analysis of Mean Score, Standard Deviation, T Value, and Two-Tailed P r o b a b i l i t y Within Control Group (Human Resource Managemen t - - Fa 1 1 , 197*+) • • 30. C r i t e r i a Analysis: Comparison of T r e a t ment and Control Groups for Mean Score, Standard Deviation, T Value, and Two- Tailed P r o b a b i l i t y (Human Resource Managemen t - - Fa 1 1 , 1 9 7 * + ) ....................................... Page 1 00 101 1 02 1 03 1 0k 1 05 1 08 1 0 9 ' 1 1 0 Ta b ] e Page 31 . C r i t e r i a Analysis of Mean Score, Standard Deviation, T Value, and Two-Tailed P r o b a b i l i t y Within Treatment Group (Human Resource Management--Winter, 1 9 7 5 ) ............................................................................................... 1 1 1 32. C r i t e r i a Analysis of Mean Score, Standard Deviation, T Value, and Two-Tailed P r o b a b i l i t y Within Control Group (Human Resource Management--Winter, 1975) • • • 1 1 2 33. C r i t e r i a Analysis: Comparison of T r e a t ment and Control Groups for Mean Score, Standard Deviation, T Value, and Two- Tailed P r o b a b i li t y (Human Resource Management--Winter, 1975) ....................................... 1 1 3 34. Mean Score, Standard Deviation, T Value, and Two-Tailed P r o b a b i l i t y Within Treatment Group (Personnel and Manage- m e n t - - F a l l , 1974) . . . . ....................................... 1 1 5 35. Mean Score, Standard Deviation, T Value, and Two-Tailed P r o b a b i l i t y Within Control Group (Personnel and Manage- m e n t - - F a l l , 1974) .............................................................. 1 1 5 3 6 . Comparison of Treatment and Control Groups for Mean Score, Standard Deviation, T Value, and Two-Tailed P r o b a b i li t y (Per sonnel and Management- - Fa 11 , 1 974) . . . 115 37. Mean Score, Standard Deviation, T Value, and Two-Tailed P r o b a b i l i t y Within Treatment Group (Personnel and Manage men t - -W i n te r , 1975) ........................................................ 1 1 6 38. Mean Score, Standard Deviation, T Value, and Two-Tailed P r o b a b i l i t y Within Control Group (Personnel and Manage ment-- Winter, 1975) ........................................................ 1 1 6 39. Comparison of Treatment and Control Groups for Mean Score, Standard Deviation, T Value, and Two-Tailed P r o b a b i l i t y (Per sonnel and Management--Winter, 1975) • • 1 1 6 i x T a b l e Page 40. Mean Score, Standard Deviation, T Value, and Two-Tailed P r o b a b i li t y Within Treatment Group (Human Resource Manage- m e n t - - F a l l , 1 9 7 * 0 ........................................................ • 118 41 . Mean Score, Standard Deviation, T Value, and Two-Tailed P r o b a b i l i t y Within Control Group (Human Resource Manage ment - - F a l l , 1974) . . .................................................. 1 18 42. Comparison of Treatment and Control Groups for Mean Score, Standard Deviation, T Value, and Two-Tailed P r o b a b i l i t y (Human Resource Management-- Fa 1 1 , 1974) . . . . 118 43. Mean Score, Standard Deviation, T Value, and Two-Tailed P r o b a b i l i t y Within Treatment Group (Human Resource Manage men t - -W i n t e r , 1 9 7 5 ) ..................................... 119 44. Mean Score, Standard Deviation, T Value, and Two-Tailed P r o b a b i l i t y Within Control Group (Human Resource Manage men t - - W i n t e r , 1975)............................................................. 1 19 45. Comparison of Treatment and Control Groups for Mean Score, Standard Deviation, T Value, and Two-Tailed P r o b a b i l i t y (Human Resource Managernent- - W i n t e r , 1975) • • • 119 46. Cluster Analysis Within Treatment Group for the Mean Score, Standard Deviation, T Value, and Two-Tailed P r o b a b i li t y (Personnel and Management- - Fa 1 1 , 1974) . 121 47- Cluster Analysis Within Control Group for the Mean Score, Standard Deviation, T Value, and Two-Tailed P r o b a b i l i t y (Personnel and Management~-Fa 11 , 1974) . 122 48. Cluster Analysis: Comparison of T r e a t ment and Control Groups for Mean Score, Standard Deviation, T Value, and Two- Tailed P r o b a b i li t y (Personnel and Management--Fa 11 , 1 9 7 4 ) ........................................... 123 X Table Page 43. Cluster Analysis Within Treatment Group f o r the Mean Score, Standard D e v i a t i o n , T Value, and Two-Tailed P r o b a b i li t y (Personnel and Management--Winter, 1 9 7 5 ) ............................................................................................... 1 24 50. Cluster Analysis Within Control Group for the Mean Score, Standard Deviation, T Value, and Two-Tailed P r o b a b i li t y (Personnel and Management--Winter, 1 9 7 5 ) ................................................................................................ 1 25 51. Cluster Analysis: Comparison of T r e a t ment and Control Groups for Mean Score, Standard Deviation, T Value, and Two- Tailed P r o b a b i l i t y (Personnel and Management--Winter, 1975) ........................................ 126 52. Cluster Analysis V/ithin Treatment Group for the Mean Score, Standard Deviation, T Value, and Two-Tailed P r o b a b i li t y (Human Resource Managernent- - Fa 1 1 , 1974) . 1 28 53. Cluster Analysis Within Control Group for the Mean Score, Standard Deviation, T Value, and Two-Tailed P r o b a b i l i t y (Human Resource Managernent- - Fa 1 1 , 1974) . 1 29 54. Cluster Analysis: Comparison of T r e a t ment and Control Groups for Mean Score, Standard Devia tion, T Value, and Two- Tailed P r o b a b i l i t y (Human Resource Management- - Fa 11 , 1 9 7 4 ) ............................................ 1 30 55. Cluster Analysis V/ithin Treatment Group for the Mean Score, Standard Deviation, T Value, and Two-Tailed P r o b a b i li ty (Human Resource Management--Wi n t e r , 1 9 7 5 ) ................................................................................................ 1 31 5 6 . Cluster Analysis Within Control Group for the Mean Score, Standard Deviation, T Value, and Two-Tailed P r o b a b i li t y (Human Resource Management--Winter, 1 9 7 5 ) ................................................................................................ 1 32 x 1 Table Page 57* Cluster Analysis: Comparison of T r e a t ment and Control Groups for Mean Score, Standard Deviation, T Value, and Two- Tailed P r o b a b i l i t y (Human Resource Management--Wi nter , 1 9 7 5 ) ........................................ 133 58. Summary o f , Acceptance or Rejection of Null Hypotheses Based on Ten C r i t e r i a Areas for Faculty Content Examination (Personnel and Management) .................................. lAl 59. Summary of Acceptance or Rejection of Null Hypotheses Based on Ten C r i t e r i a Areas for Faculty Content Examination (Human Resource Management) .................................. 1^3 60. Summary of Acceptance or Rejection of Null Hypotheses Based on Six Clusters for the Schein Public Opinion Question- n a i r e l l ........................................................................................ 1 A6 x i i Chapter 1 INTRODUCTION John Kenneth Galbraith (196*0' characterizes educa tion from an economic standpoint as a consumer item. When considered as a consumer service , it becomes something to be saved. Savings are necessary for investments, and sav ings resul t from economizing on consumption; hence, educa tion should be economized. But when considered as an investment, education becomes something not to be economized but emphasized. In this country, education has been empha sized as a wise investment. Viewed as an investment and a consumer item, educa tion has strong influence on the d i r e c t i o n taken by the ad m i n i s tr a t i o n , the f a c u l ty , the student, and the c u r r i c u lum. Education then becomes an item that is sold in the ma r k e t p 1 ac e. The marketplace for education over the past several decades has expanded gr e a t l y with the changes that have taken place wit hin education because of new and innovative i n s t i t u t i o n s , as well as new and innovative programs. Stake (1967) and his associates state that the marketplace in the last th ir d of the twentieth century w il l fe a t u r e , along with provisions for sustenance, comfort, 1 l e i s u r e , and l o n g e v i t y , a g re a t ar ra y o f pr od u cts f o r the nev er-e nd ing educatio n of an i n q u i s i t i v e populace. New and changing programs and c u r r i c u l a are emerging. Should the buyer beware? Can the buyer a c t u a l l y beware? For many e d u c a tio n a l i n s t i t u t i o n s , one very impor t a n t consumer in the m a rke tp la ce is the business f i r m th at has many employees a t t e n d i n g both day and n i g h t ed u ca ti ona l programs. Pr o g r e s s iv e management r e a l i z e s t h a t the most im portant i n t e r n a l resource i t has is i t s employees. W it h out the means f o r growth and development, t h i s most impor t a n t asset can become stag na n t and n o n p r o d u c t iv e . However, w i t h the proper supp ort and encouragement, t h i s resource can be developed to become more p r o d u c t i v e , r i c h e r , and s t r o n g e r . The q u a l i t y of i t s human resources g e n e r a l l y m i r r o r s the q u a l i t y of the o r g a n i z a t i o n . This management concern f o r employee improvement has caused many companies to support t h e i r emp1oyee s- - from the l o w e s t - l e v e l l a b o r e r to the t o p - l e v e l e x e c u t i v e - - in a continuo us developmental program. This supp ort costs com panies m i l l i o n s o f d o l l a r s a n n u a l l y through v a r io u s types of t u i t i o n aid programs. Pro g r e s s iv e management views t h i s e x p e n d i t u r e not on ly as a means of keeping employees happy, but as an investment in the f i r m ' s human a sset s. Such e d u c a ti o n a l e x p e n d i tu r e s are lo ng -ra ng e investments t h a t pay d iv id e nds in the f u t u r e . 2 The money spent by companies covers a v a r i e t y of programs sponsored by both p r i v a t e and pub lic, academic and nonacademic org an izat io ns . Most of the money, however, goes to colleges and u n i v e r s i t i e s as well as high schools, vocational and trade schools, accredited correspondence schools, and business and s e c r e t a r i a l schools. The questions that are c o n s is te n tl y raised but not s a t i s f a c t o r i l y answered are the follo wing : Can business evaluate its return on investment? As consumers, are business firms getting a f a i r return from t h e i r invest" ments? Is the educational consumer protected? Can the student, f a c u l t y , and ad m in is tr a to r choose wisely? What agencies are prepared to evaluate these educational pro ducts and programs? Far too l i t t l e information is now a v a i l a b l e . Too l i t t l e is known about the merits and shortcomings of inno vat iv e programs. For excellence in education, evaluation is needed not only of the fa c u l ty and student, but of the curriculum, programs, and i n s t i t u t i o n s . Gyves (1972) states that most experts agree the m aj or ity of the educational innovations undertaken in the I 9 6 0 ' s were s u p e r f i c i a l in nature and had very l i t t l e impact on the t eac hi ng -lea rni ng a c t i v i t i e s in schools. These w e l l - i n t e n t i o n e d e f f o r t s toward educational reform were cha racterized by an almost universal lack of empirical ev aluatio n. Without the self-renewal provided by constant 3 e v a l u a t i o n and r e v i s i o n of the i n i t i a l goals and s t r a t e g y , most in n o v a t io n s have expended the momentum o f pr om isi ng beginnings and have f a l l e n prey to the i n e r t i a t h a t i n e v i t a b l y r e s u l t s from doing w i t h o u t e v a l u a t i o n . The consumer is concerned about i n n o v a t io n in edu c a t i o n . In recent months, the consumer p r o t e c t i o n movement has s t a r t e d to examine e d u c a ti o n a l programs. This same movement, which helped c a l l a t t e n t i o n to c o r p o r a t e f a i l ings ranging from f a u l t y brakes and flammable pajamas to dangerous toys and n u t r i t i o n 1ess c e r e a l , is beginn ing to turn i t s a t t e n t i o n to e d u c a ti o n a l programs in p o s t - s e c o n dary i n s t i t u t i o n s . W r i t i n g about abuses in some sch oo ls, Van Dyne (197*0 i n d i c a t e s th a t the consumer movement is lo o kin g not only at the p r o p r i e t a r y ( p r o f i t - o r i e n t e d ) s c h o o ls , the unscrupulous of which have been h e a v i l y c r i t i c i z e d since the days of Abraham Flexner and his r e p o r t on the medical schools of the day, but to c u r r e n t p r a c t i c e s t h a t e x i s t w i t h i n many p r e s t i g i o u s sch o o ls. Even the Federal Trade Commission has come i n t o the p i c t u r e to help p r o t e c t s t u dents from u n f a i r , d e c e p tiv e p r a c t i c e s . One group t h a t has taken the consumer problem in educatio n s e r i o u s l y is the Education Commission o f the States (197*0, a Denver-based c o a l i t i o n of s t a t e g o v e r n ments, which has sponsored two n a t i o n a l conferences on consumer p r o t e c t i o n in p o s t- s e c o n d a ry e d u c a ti o n . The real question being asked is whether a c c r e d i tati on is s u f f i c i e n t to guarantee q u a l i t y education or if other means should be taken to protect the consumer. As a nation, the United States l e g i s la t e s consumer protection laws concerning automobiles, finances, toys, and grocery items. Yet far more important than these items are educational programs, for they shape the future society. Should educational programs continue to escape formal, empirical evaluation? If the educational consumer is to have confidence and protec tion in the marketplace, e v a lu ation of innovative programs must take place. Popham (1971) states that the f i r s t role of educa tional evaluation occurs with respect to what is referred to as needs assessment- - an attempt to i d e n t i f y the goals toward which an education program ought to be di rec ted . According to Gottman and Clasen (1972), evaluation is the q u a l i t y control of the processes and outcomes of an educational program. The q u a l i t y control refers to the success of the program at each managerial l e v e l. Many educational programs are reaching f u r th e r into in d u s t r ia l markets for t h e i r students. The larger corporations are b e t t e r prepared than smaller companies to affo rd t ra in in g and development programs for t h e i r employees. However, these corporations want to know what they are receiving for t h e i r educational d o l l a r . 5 Schein (1967) emphasizes the change in a t t i t u d e s and values among business students. He feels that most previous research on educational e f f o r t s has tended to over-emphasize the knowledge and s k i l l var iables in pro- grams. Studies of a t t i t u d e s have been lim ited to broad variables lik e lib e r a li s m versus conservatism or have dealt solely with the human re la tio n s area (for example, the kind of supervisory type a person might become as a consequence of his a t t i t u d e s toward people). Popham (1971), Scriven (1967), and Stake (1967) suggest the use of needs assessment“~determi n i ng the ob je c tives and c r i t e r i a of a program in advance. The need for this type of program development and evaluation i s c r i t i c a l in higher education, considering the new programs and inno vations that have taken place in the past decade. It is appropriate to take evaluation one step fu r th e r by developing goals and obje ct iv es from both s t u dents and f a c u l t y . Few studies have been conducted to evaluate a program by using the a t t i t u d e s and knowledge of students based upon the obje ct iv es and goals developed by fac u lty and students. Pepperdine U n i v e r s i t y ' s School of Business and Management fa c u l ty members desire an understanding of the needs of the students involved in the Bachelor of Science in A d m inistra ti ve Science (BSAS) program. They are also interested in determining a functional d e f i n i t i o n of the 6 goals and objectives of the curriculum. The program has been in existence since 1 9 7 0 , showing substantial growth in enrollment; but i t has never undergone an empirical evaluation . Curtis and Wartgow (1972) state that by long t r a d i t i o n , American colleges and u n i v e r s i t i e s di scr iminate against those who are older than "normal student age" and against those whose established l i f e and work patterns make returning to campus d i f f i c u l t , i f not impossible. The fa c u l ty and a d m in is tr a tio n of the School of Business and Management recognized the needs of the adult business student who is s l i g h t l y older than most other students, with greater maturit y and motivation, and designed the BSAS program by se ttin g aside some of the more t r a d i t i o n a l teaching assumptions. The typical BSAS student is one who ranges in age from t h i r t y - t w o to t h i r t y - f i v e years and who has two to ten years of work experience. The program is an up p er -divisio n course of study, covering six four-month periods ( t r i m e s t e r s ) . It is designed to incorporate contemporary research findings on how people learn to function e f f e c t i v e l y in complex organ iz a ti o n s . The program's philosophy is to develop the whole person for a role in business and management. The student is expected to i n te g ra te learning with on-going organization al experience. Some of the i nnovati ve features of the BSAS program are as follows: 7 1. P a r t i c i p a t i o n is stressed by the f a c u l t y . The professors meet weekly with students in small groups (and i n d i v i d u a l l y as required) to provide conceptual material for the area under study, to assess students' progress in in te grati ng the material for r ea l- w or ld a p p l i c a t i o n , to acquaint students with resources, and to make asssignments. 2. The curriculum provides a c o l l e c t i v e approach to learning. Each tri m es ter p a r t i c i p a n t s enroll for a ten- unit block which includes three units of study in each of two subject areas and a f o u r - u n i t directed studies p r o j e c t . The directed studies pr oj ect provides a vehicle by which the program p a r t i c i p a n t focuses the knowledge, a t t i t u d e s , and s k i l l s being acquired on a current work problem. Thus, theory is integrated with o n -th e -jo b experiences. 3. The BSAS program stresses f l e x i b i l i t y by arranging for classes to meet one evening a week, beginning at the end'of the p a r t i c i p a n t ' s workday. Most classes are held in conveniently located corporate f a c i l i t i e s . The BSAS program was designed to influence the par t i c i p a n t s ' a t t i t u d e s , s k i l l s , and knowledge as well as to develop and upgrade those in di v id u a ls involved in the man agement of organ izat io n or those wanting to prepare for management po s it io n s. S p e c i f i c a l l y , the learning e x p e r i ences are intended to advance students' knowledge of man agement functions in le g a l , s o c ia l , p o l i t i c a l , economic, and other environmental systems as well as to develop an 8 understanding of or gan iz a tio n s , information, behavior, and other subordinate systems. Another purpose is to improve a student's a t t i t u d e toward himself or h e r s e lf as a person and as a manager; toward subordinates, associates, and supervisors; and toward change that results from problem solving. The t h ir d o b j e c t i v e is to improve a student's s k i l l s in a n t i c i p a t i n g s h i f t s in environmental constraints and o pp ortu nitie s and in planning, c o n t r o l l i n g , and d e c i sion making; along with these s k i l l s go i n i t i a t i n g , imple menting, adapting to change, and improving communications and interpersonal r e l a t i o n s . The program consists of six curriculum segments: 1. Business and Society stresses the re l a ti o n s h ip and r e s p o n s i b i l i t y of business to society through a study of cu ltures , et h i c a l value systems, and contemporary issues of business and society. 2. Human Resources Management emphasizes the d e v e l opment of s k i l l s and knowledge in interpersonal re la ti ons through a study of the psychological aspects of individual diff er en ces and perceptions. Emphasis is placed on under standing one's s e l f and others as i nd iv id u al s and as mem bers of work groups through self-awareness, free expression, and careful l i s t e n i n g . 3. Financial Resources Management stresses the internal information needs of modern organizat ions for planning and control by use of accounting, finance, and 9 ot h e r data f o r management d e c i s i o n s . Emphasis is given to the d i f f e r e n t forms of owne rs h ip by s t r e s s i n g the methods, in s t r u m e n t s , and c o n t r o l f a c t o r s in r a i s i n g , a d m i n i s t e r i n g , and d i s t r i b u t i n g the funds o f business f i r m s . Environmental Systems surveys major m ar ke ti ng methods, i n s t i t u t i o n s , and p r a c t i c e s . I t surveys contem porary economic problems from employment, i n f l a t i o n , growth, and a f f l u e n c e s t a n d p o i n t s . 5- Dynamics of Administration surveys a d m i n i s t r a tion from the behavi ora l, o r g a n i z a t i o n a l , and q u a n t i t a t i v e d i s c i p l i n e s , emphasizing the role of communications in management. 6. Personnel and Management i n t e g r a t e s the manage ment f u n c t i o n s o f p l a n n i n g , o r g a n i z i n g , s t a f f i n g , d i r e c t i n g , and c o n t r o l l i n g w i t h c e r t a i n personnel f u n c t i o n s . The u t i l i z a t i o n and i n t e g r a t i o n of people w i t h i n an o r g a n i z a t i o n are s t r e s s e d , along w i t h the l e a d e r s h i p , m o t i v a t i o n , com m u n ic a t i o n , d i s c i p l i n e , t r a i n i n g , development, and compen s a t i o n o f p ers on nel. THE PROBLEM The p r i n c i p a l o b j e c t i v e o f t h i s study was to conduct an e m p i r i c a l e v a l u a t i o n of the Pepperdine BSAS program by using c r i t e r i a -selected from the goals and o b j e c t i v e s e s t a b l i s h e d by the f a c u l t y and s t u d e n t s . A secondary o b j e c t i v e was to determine the impact the program h-ad, upon a d u l t 1_0_ students by measuring changes in knowledge and a t t i t u d e s in the individu als involved in the BSAS program. THE PURPOSES OF THE STUDY The s p e c i f i c purposes of this study were f o u r - f o l d : 1. To determine how well the program accomplishes the goals and obje ct iv es set fo rth by the f a c u l ty and s t u dents by measuring the content areas of those goals and o bj ec tiv es for the two respective blocks used in the study. 2. To provide data regarding the changes in knowledge and a t t i t u d e s as measured by the Faculty Content examinations and the Schein Public Opinion Questionnaire I I . 3. To provide information regarding the content of the Personnel and Management and the Human Resource Manage ment blocks used in the study based upon the content areas of the examination constructed by the f a c u l t y . 4. To develop an evalua tion model that can be used in s i m il a r studies. QUESTIONS POSED BY THE STUDY Answers to the follow ing questions were sought: 1. Af ter having been exposed to the s p e c i f i c BSAS courses, f a c u l t y , and teaching methods, do the people in the program d i f f e r in a s i g n i f i c a n t manner from t h e i r pre vious status? 1 1 2 . Does the change which has been i d e n t i f i e d appear to have been produced by the progr'am^^that is, by the f a c u l ty and the curriculum? 3. Does the program as it is now functioning accomplish the goals and o b j e c tiv e s put fo rth by the s t u dents and faculty? k . Is the model used to evaluate this program sui ta bl e to be used in other programs? 5. What is the impact of the program on the P a r t i c ip a n t s ' a t t i t u d e s toward the world of business and i ndustry? GENERAL HYPOTHESIS The princ ip al o b j e c t i v e of the study was to measure the growth of students in the program by the use of an a t t i t u d e - c o g n i t i v e examination. The general hypothesis s t a te s , "Through p a r t i c i p a tion in the s i x - b lo c k , twenty-four-month BSAS program, the 3SAS students gain in knowledge and a t t i t u d e s at a s i g n i f i c a n t l y higher level than does a control group." The following subhypotheses, stated in the null :o rm, were investigat ed: 1. No d i ff e r e n c e in learning changes exists at the 5 percent s i g n i fi c a n c e level between the BSAS students and the control group based upon the findings of the 1 2 cog nitiv e examination given during the Personnel and Management block in the F a l l , 1974 , t r i m e s t e r . 2 . No d i ff e r e n c e in learning changes e xi st s at the 5 percent s i g n i fi c a n c e level between the BSAS stu~ dents and the control group based upon the findings of the cognitiv e examination given during the Personnel and Man agement block in the Winter, 1975, t r i m e s t e r . 3. No d i ff e r e n c e in learning changes exists at the >5 percent s i g n i fi c a n c e level between the BSAS s t u dents and the control group based upon the findings of the co gnitive examination given during the Human Resource Management block in the F a l l , 1974, t r i m e s t e r . 4. No d i f f e r e n c e in learning changes ex ists at the 5 percent s i g n i fi c a n c e level between the BSAS s t u dents and the control group based upon the findings of the cog ni tiv e examination given during the Human Resource Management block in the V/inter, 1975, t r i m e s t e r . 5. No d i f f e r e n c e exist s at the 5 percent s i g nifi ca nce level between the BSAS students and the control group with regard to the ten c r i t e r i a areas established by f a c u l ty and students used in the content examination given during the Personnel and Management block in the F a l l , 1974, t r i mes t e r . 6. No d i f f e r e n c e exists at the 5 percent s i g ni fi can ce level between the BSAS students and the control 13 group with regard to the ten c r i t e r i a areas established by f a c u l ty and students used in the content examination given during the Personnel and Management block in the Winter, 1975, trim e s t e r . 7. No d iff e r e n c e exist s at the 5 percent s i g n i fi can ce level between the BSAS students and the control group with regard to the ten c r i t e r i a areas established by f a c u l t y and students used in the content examination given during the Human Resource Management block in the F a l l , 1974, tri m e s t e r . 8. No d i f f e r e n c e exists at the 5 percent s i g nif ic a n c e level between the BSAS students and the control group with regard to the ten c r i t e r i a areas established by f a c u l ty and students used in the content examination given during the Human Resource Management block in the Winter, 1 9 7 5 , t r i m e s t e r . 9* No d i f f e r e n c e in a t t i t u d e s exists at the 5 percent s i g n i fi c a n c e level between the BSAS students and the control group according to the results of the Schein Public Opinion Questionnaire II given during the Personnel and Management block of the Fall , 1 974, tri m e s t e r . 10. No d i f f e r e n c e in a t t i t u d e s exists at the 5 percent s i g n i f i c a n c e level between the BSAS students and the control group according to the results of the Schein Public Opinion Questionnaire II given during the Personnel and Management block of the Winter, 1975, trimester.. 1 4 11. No d iff e r e n c e in ' a tt i tu d e s ex ists at the ‘5 percent s ig n ific a n c e level between the BSAS students and the control group according to the results of the Schetn Public Opinion Questionnaire II given during the Human Resource Management block of the F a l l , 197A, t r i m e s t e r . 12. No d i f f e r e n c e in a t t i t u d e s exists at the 5 percent s i g n i fi c a n c e level between the BSAS students and the control group according to the results of the Schein Public Opinion Questionnaire II given during the Human Resource Management block of the Winter, 1975, t r i m e s t e r . 13* No d i ff e r e n c e exist s at the 5 percent s i g nific a n c e level between the BSAS students and the control group with regard to the six cl us te rs of the Schein Public Opinion Questionnaire II administered during the Personnel and Management block of the F a l l , 197A, t r i m e s t e r . 1 A. No d i ff e r e n c e exists at the 5 percent s i g n ific a n c e level between the BSAS students and the control group with regard to the six clus ters of the Schein Public Opinion Questionnaire II administered during the Personnel and Management block of the Winter, 1975, t r i m e s t e r . 15* No d iff e r e n c e exist s at the -5 percent s i g nific a n c e level between the BSAS students and the control group with regard to the six c lu s te rs of the Schein Public Opinion Questionnaire II administered during the Human Resource Management block of the F a l l , 197A, t r i m e s t e r . 15 16. No d i f f e r e n c e ex ists at th.e 5 percent s i g ni fi can ce level between the BSAS students and the control group with reg a rd to the six cl us te rs of the Schein Public Opinion Questionnaire II administered during the Human Resource Management block of the Winter, 1975, t r i m e s t e r . BASIC ASSUMPTIONS UNDERLYING THE STUDY The assumptions used in conducting this study were the foilo w i ng: 1. The essence of an educational program lies in the curriculum and strengths of the teaching f a c u l t y . 2. The concept of having f a c u l t y and students p a r t i c i p a t e c o l l e c t i v e l y in se ttin g program goals and o b j e c t i v e s - -a n d hence the c r i t e r i a for e v a 1uat i o n --i s both innovative and sound. 3. The involvement of the f a c u l ty and students in se ttin g program goals and o bj ec tiv es does not s e n s it i z e them to l a t e r p a r t i c i p a t i o n in the program. A. The evalua tion of an educational program is a sound p r a c t i c e . 5. The basic purpose of ev aluation is to stimulate de sira bl e growth and improvement. 6. The changes in a t t i t u d e s and knowledge that a student acquires are to a great extent the res ul t of the studen t's i n t e r a c t i o n with the f a c u l ty and curriculum. 1 6 LIMITATIONS The following l i m i t a t i o n s were n e c e s s a r i l y imposed on the s t u d y : 1. Because the study was experimental in nature and because it used e x i s t in g classes of students, the treatment groups were not randomly selected. 2. The study was li m ite d to c u r r e n t l y registered students in the F a l l , 197^, and Winter, 1975> t r i m e s t e r s . 3. Having two d i f f e r e n t versions of the a t t i t u d e - cognitiv e examinations that were used in the study would have been d e s ir a b l e - -o n e version to be used on the pr etest and the other on the pos ttest to avoid p r e s e n s i ta t i o n in the a dm inistr ation of the tes ts. However, only one test was used. k. Because the program under study was held at many d i f f e r e n t locations throughout the Los Angeles basin, f a c u l t y members were used to proctor the examinations given to the treatment groups. 5. Direct proctoring of the control group was not possible because this group was composed of o r g a n izat io na l peers; each student selected his or her own peer based on job t i t l e , job assignment, r e s p o n s i b i l i t y , s a la r y , age, and length of experience in the o r g a n iz a t io n . 6. In a study of this type, it is assumed that p e r s o n a l i t y , grading, l o c a t io n , and other external 12 va riables do not a f f e c t the measuring of the goals and objectives established by the f a c u l t y and students, which were used as e v a lu a ti v e c r i t e r i a . DELIMITATIONS Considering the nature of this s t u d y , certain d e l i m i t i n g factors must be considered: 1. The study was concerned with only one s p e c if i c business a dm inistr ation program. 2. Establishment of the e v a lu a ti v e c r i t e r i a was del imited to Pepperdine U n i v e r s i t y ' s School of Business and Management undergraduate teaching f a c u l t y and students. 3. The e v a lu a ti v e c r i t e r i a , as established by the fa c u l t y and students, were rank ordered and delimi ted to the ten most important c r i t e r i a for each respective block. A. Because of co nstraints on time, money, and physical ca pacity, the study was deli mited in the i n s t r u c tional area of the Human Resource Management block and the Personnel and Management block. DEFINITIONS Some of the terms used in this study have meanings p ec u li ar to the BSAS program. Whenever possible, the term d e f i n i t i o n s were taken from the w ri t in g s of recognized au th o rs . __________ L8 1 . Block--As defined by Webster's New C o ll e g i a t e D ? c t i ona r y , a block is a q u a n t i t y , number, or section of things dea lt with as a u n i t . For the BSAS program, a block consists of ten c r e d i t units made up of two thre e- unit classes and one f o u r - u n i t class of directed indepen dent study. 2. Delphi Technique- - This technique is one whereby groups such as f a c u l ty and students reach a con sensus regarding a set of goals, o b j e c t i v e s , and a t t i t u d e s by which performance should be measured. 3. Directed Independent Study--Di rected Indepen- dent study is work done independently and outside of class and is separate from the two t h r e e - u n i t courses. Directed independent study is done under the d i r e c t io n of a f a c u l ty member. k . Organizational P e e r - -A person who most nearly matches a treatment student, based upon the c r i t e r i a of job t i t l e , job assignment, r e s p o n s i b i l i t y , sa la ry , age, and length of experience in the o r g a n iz a t i o n , is referred to as an org an izat io na l peer. 5* Sect i on - - A section is a group of f i f t e e n to nineteen students receiving a block of i n s tru c ti o n at a given geographical loc at io n. 19 ORGANIZATION OF THE REMAINDER OF THE STUDY Chapter 2 presents a review of the l i t e r a t u r e dealing with educational evaluation in general and with evalua tion in higher education s p e c i f i c a l l y . Program evaluation is dea lt with in a general manner, e s p e c i a ll y as i t pertains to business programs. The l i t e r a t u r e regarding a t t i t u d e surveys is also reviewed. Chapter 3 discusses the development of the goals and objectives which were used as e v a lu a ti v e c r i t e r i a , the measurement instruments developed by the f a c u l t y , and the Public Opinion Questionnaire as well as the procedures used in gathering and analyzing the data. Chapter k presents the findings of the study as they r e l a t e to the questions and the hypothesis. Chapter 5 contains a summary of the f i r s t four chapters, the conclusions that were reached in this study, recommendations for implementation of the research f i n d ings, and recommendations for future study. 20 Chapter 2 REVIEW OF LITERATURE In this age of consumerism, q u a l i t y control is taking on new importance, e s p e c i a l l y in education. New schools, new programs, and new c u r r i c u l a a ll require some form of ev a lu a tio n . Stake (1967) indicates that it is not uncommon for the educational psychologist and the measure ment s p e c i a l i s t to use t h e i r most refined tools and t ech niques to evaluate educational p r o je c ts . However, most of these tools and techniques were developed for d i f f e r e n t i a t i n g between individual students and not for measur ing the impact of an i n s t r u c t i o n a l program. Stake f u r t h e r states that for a complete ev aluation a de s cription of goals and o b j e c t i v e s , environments, personnel, methods, content, and outcomes must be obtained. Boggs and his associates (1972), in a study dealing with needed research in business education, sent out an extensive qu estionnaire to develop Boggs' l i s t of research items. Evaluation and measurement ranked eighth among the f i r s t ten items l is t e d as being in need of more research. Furst (1958), in his book on constructing e v a lu ation instruments, indicated that every program and every 2 1 course is based upon ce rta in assumptions; t h e r e f o r e , one of the major purposes of ev aluation is to test the v a l i d i t y of these assumptions so that sound pr a c tic e s may be con tinued and unsound practi ces abandoned. Houle (1973) agrees with Furst; but he suggest that a l l eva lua tio n needs to be cha lle ng ed- -no t because it is wrong, but because i t needs a thorough study. Rapp (1969) and Lindvall and Cox (1970) agree that i t is es sential for al l programs to be evaluated; however, they suggest that the evaluation must be t a i l o r e d to meet the needs of the s p e c i f i c program and that evalua tion must be f l e x i b l e and adaptable. Because the purpose of this study was to evaluate a s p e c i f i c business program, the remainder of this chapter covers evalua tion in the foll owing manner: general e v a l u ation in education, ev aluation in higher education, program evalua tion in general, program ev aluation in business, and a t t i t u d e ev a lu a tio n . GENERAL EVALUATION IN EDUCATION Educational evalua tion in general is not without h i s t o r i c a l roots, but many of those roots are d i f f i c u l t to trace. Evaluation has posed a problem to hi s to ria n s because of its changing concepts; however, it is not w i t h out its champ ions. 22 W r i t i n g in the S i x t y - e i g h t h Yearbook of the Na tiona l Society fo r the Study o f E d u c a t i o n , Me rwin (196 9) o f f e r s an e x c e l l e n t chapter d e al in g w ith the h i s t o r i c a l review of changing concepts of e v a l u a t i o n . Another pub l i c a t i o n of w o r th w h i l e value for the h i s t o r y of e v a l u a t i o n is the Encyclopedia of Educational E v a l u a t i o n by Anderson, B a l l , and Murphy (19 75) * Merwin r e f e r s to Leonard P. Ayres as tracing evalua tio n back to England where the Reverand George Fisher produced what he call ed a "s c a le - book" in 186A. Others re fe r back to the study done in the 1890's by Dr. J. M. Rice, who attempted an appraisal of public education. In 1892 Rice v i s i t e d t h i r t y - s i x c i t i e s , talked with 1,200 teachers, and administered his own s p e l l ing test to 33,000 pup ils. He l a t e r published scathing a r t i c l e s c r i t i c i z i n g the curriculum and the p o l ic ie s in the schools. He challenged the incompetence of i n s t r u c tion as well as the d r i l l and rote methods for d a ily lessons. From his s p e ll in g t e s t , he showed that a ch ieve ment had no r e l a t i o n s h i p to the amount of time spent in sp e ll in g d r i l l s . The Rice study is g e n e ra ll y considered the f i r s t and most serious study done in e v a lu a ti o n , even though Merwin (1969) uses the w r i t in g s of DuBois, who takes a much broader viewpoint concerning the h is to r y of evalua tion by suggesting that eva lua tio n started in China around 2200 23 B. C. Another reference shows ev aluation being used by the Chan dynasty in 1115 B. C. Merwin concludes that the beginning of educational ev aluation as i d e n t i f i e d rests perhaps upon the in te re s ts of the i n v e s t i g a t o r . Some of the f i r s t e v a lua tio n recorded in this century was done in 1903 by Thorndike when he published his book Educational Psychology. He attacked the idea that d i f f i c u l t studies such as Latin au to m a tic a ll y d e v e l oped i n t e l l e c t u a l power. Other studies that he conducted dealt with the adequacy of a r i t h m e t i c textbooks and a r i t h metic d r i l l exercises. These studies were of p a r t i c u l a r importance because many types of achievement were consid ered immeasurable during this period of time. Thorndike's studies began to open the door to measurement, which con t rib u t e d g r e a t l y to improved e v a lu a ti o n . His c o n tr ib u tio n came at a time when r e l i a b i l i t y and v a l i d i t y of measure ments were taking on greater importance. In 1909 Ayres also made a major c o n tr ib u t io n when he surveyed school records and government s t a t i s t i c s . He counted the number of children promoted per d o l la r of expenditure and drew the conclusion that the schools were f u l l of "retarded" chi 1dren- - c h i 1dren who were overage for t h e i r grade l e v e l . Ayres f a i l e d to recognize that the schools were crowded with newly a r r i v e immigrant c h i l d r e n , a s i tu a ti o n - w h ic h presented p a r t i c u l a r problems. The 2k s i t u a t i o n was not nec es sa ril y the f a u l t of the schools as he had cone 1uded. A review of some of the e a r l i e r studies undertaken, such as those of Rice, Thorndike, and Ayres, make s i t clear that the concepts of eva lua tio n have changed g r e a t l y . The concepts of who is to be evaluated, when to e v a lua te , how to ev a lu a te , and by what means to evaluate are issues that cause changes in e v a lu a ti o n . Behavioral concepts such as goals and obje ct iv es have been introduced, forcing many changes in program ev a lu a ti o n . Programs are now considered in r e l a t i o n to t h e i r cost, worth, and output. As education has expanded along with public s e r vices, a greater demand has been raised to j u s t i f y the cost, time, and energy put into c e r t a i n programs. These pressures have caused many changes to take place. The older methods of measurement and evaluation are not s u i t able to provide the needed information that program mana gers require to j u s t i f y t h e i r programs; t h e r e f o r e , changes in s e l e c t i o n , types of measurement instruments used, i n t e r p r e t a t io n of data, and many other concepts have a l l exper- i enced change. Anderson, B a l l , and Murphy ( 1 9 7 5 11 1 ) ind ic at e that the United States O ff ic e of Education has contributed a great deal to the changing concepts of evaluation in that i t has helped to improve the gathering of data and the 25 quantity of data gathered. In the l a t t e r h a lf of the 1800's, this o f f i c e was direct ed to “ show tlie condition of the progress of education in the several s t a t e s . 11 The gre at es t result of that survey was that it encouraged schools to keep more accurate records and to provide a l i s t i n g of services that an i n s t i t u t i o n should o f f e r . It also added to the changing concepts of eva lua tio n through the introd uctio n of b e t t e r data- g at h er in g techniques. Merwin (1969) uses the turn of the century as a s t a r t i n g point for the real i n t e r e s t regarding the e f f e c t s of curriculum, educational philosophy, learning theory, and teaching methods on the concepts of ev a lu a ti o n . Anderson, B a l l , and Murphy (1975) place G. Stanley Hall in this same period of the e a rly 1900's as one of the prominent pioneers of e v a lu a tio n . Hall developed the use of the que stio nn aire in research and was responsible for founding the new child -s tu d y movement. Much of his research had to do with curriculum revi sion and with the learning habits of c h i l d r e n , leading to the accepted idea that teachers must not take for granted what ch il dr en know or assume that ch ildren necessa ril y perceive re la tio n s h ip s among the facts that they already know. Relationships have to be taught. Hall is considered the forerunner of formative ev a lu a ti o n . The years 1918-1925 roughly mark the period of time in which educational o b je c tiv e s came forward as part 26 of the educational philosophy (T y le r , 193^). Also during the l a t t e r part of this period, the formation of other theories of learning was taking place. Merwin (1969) quotes John E. Dobbin as s t a t in g that not only fundamental changes in learning theory but also changes in enrollment and s ch oo l-o rg anizat io n patterns took place during this time, leading to changing concepts of assessing a c h ie v e ment. During this same period of time, new tests were created along with the technologies of o b j e c t i v e scoring, item scaling, and test norming. T y l e r ' s work of the 1930's is credit ed with laying the foundation for the ev aluation movement as i t is known today. He recommends, as does Schein (1967), a broader range of student assessment and suggests that te s te rs concern themselves with a f f e c t i v e va riabl es as well as cognitiv e v a r i a b l e s . Probably one of T y l e r ' s gr ea te s t co n tr ibutio ns was his insistence on defining goals and obj ec tive s of programs in behavioral terms and on making them the basis of instrument development and e v a lu a ti o n . Tyler was responsible for the Eight Year Study, which ran from 1 9 3 3 to 1 9 ^ 1 , and among other things he introduced p r e - i n s t r u c t i o n a 1 use of eva lua tio n instruments (or p r e tes t i ng) . Great s tr id e s in eva lua tio n were made during the 19^0's through m i l i t a r y e f f o r t s . It was necessary to 27 i n i t i a t e ev aluation methods to a ss ist the many t r a i n i n g programs that were being used to develop untrained person-*- nel as quickly as possible for the war e f f o r t . Programs such as f l y i n g , radar, gunnery, and others needed e v a lu a tion to aid in the s e le c tio n process as well as in the graduation process. Evaluation was es sent ial for saving l i v e s , money, and time when each was in short supply. Additional stress was placed on ev aluation during the po st-sput nik era (1960's) when school c u r r i c u l a - - e s p e c i a l l y the science and math are as--w ere being changed. Other emphasis to ev aluation came with the passage of the Elementary and Secondary Education Act of 1965* T i t l e 1 of that act authorized federal money to schools for special programs and required an annual eva luatio n of those programs. Many d i r e c t o r s have been unprepared when asked to j u s t i f y t h e i r programs, and even more so when asked to prove some of the claims they have made. Com munity groups, l e g i s l a t o r s , and others are demanding to know how t h e i r money is being used and the resul ts of these expenditures. Many program managers in and out of education have learned to use ev aluation methods to j u s t i f y e x i s t in g programs as well as new, innovative programs. T i t l e I I I of this act required st at e departments to conduct a needs assessment at the st at e l e v e l . This a c t i v i t y i n t e n s i f i e d the i n t e r e s t for eva lua tin g the level of education in the individual stat es . _______________________________________ 2 3 _ Tyler and others (1967) discuss many of the w r i t e r s who have contributed to the development of various segments of ev aluation in the last t w e n t y t f i v e years. Testing is covered by Lindquist (1951) in his book Educa tional Measurement. Dcessel and Mayhew (195*0 cover evaluation of learning in t h e i r textbook e n t i t l e d General Education: Explorations in E v a l u a t i o n . Teaching e va lu a tion is explored by Gage (1963) in his Handbook of Research on Teaching and by McKeachie (1959) and Simpson and Seidman (1962). Nontechnical evaluations of the nation 's schools are made by Conant (1959), Gardner (1961), and Trump ( I 9 6 0 ) . I n s t ru c ti o n a l ob je c tiv e s are considered by Bloom (1956), Krathwhol (1964), Hager (1962), Lindvall (1964), Dillman and Rahmlow (1972), and Popham (1973)* Curriculum development is examined by Taba (1962) and by Heath (1964). Innovation in education with regard to evaluation is discussed by Clark and Guba (1965), Miles (1964), and P e ll e g r i n (1966). Torgerson1s psychological scaling (1958), Osgood's semantic d i f f e r e n t i a l (1957), and Flander's i n t e r a c t i o n analysis ( I 9 6 I) a ll have added to improved methods in curriculum e v a lu a tio n , including the Damrin- G1 aser t a b - t e s t i n g methods used by McGuire ( 1966) . Other authors are cited by Tyler and his a s s o ci ates (1967); for a more d e t a i le d l i s t , the reader is referred to this s p e c i f i c reference. 29 Evaluation has taken on added importance with in the past few years as new and d i f f e r e n t approaches to education are being used. Sagen and Bradley (1972) l i s t a number of these approaches: time-shortened degrees, nontraditi'onal studies, developmental c u r r i c u l a , education for new careers, contemporary courses and programs, e v a lu ation and grading of student performance, educational improvements w it h in fis c a l l i m i t s , and developing f a c u l t y competence. Along with these new approaches to education has come the increased use of technological aids such as t e l e v i s i o n , tape recordings, f il m s , and computers, which have aided, added to, and in some cases supplanted t r a d i t i o n a l classroom i n s t r u c t i o n . New approaches to education requi re new and d i f fer e n t approaches to e v a lu a ti o n . Anderson, B a ll , and Murphy (1975) c i t e some of the more recent developments in education and t r a i n i n g e v a lua ti on as being the adversary model, c r i t e r i o n - r e f e r e n c e d measurement, decision-making typology, discrepancy e v a lu a ti o n , fo rmative e v a lu a ti o n , g o a l - f r e e e v a lu a ti o n , item sampling, medical model of ev a lu a ti o n , path an a ly s is , secondary e v a lu a ti o n , summative e v a lu a tio n , tra i t - t r e a t m e n t i n t e r a c t i o n , tra nsactional e v a lu a ti o n , and unobtrusive measures. More d e ta il on each may be found in the s p e c i f i c p u b l i c a t i o n . 30 When considering the new conditions that ex is t today (such as the types of knowledge a v a i l a b l e , the new technologies being used, the massive aid'government is making to education, i n f l u e n t i a l c i t i z e n s groups, the support corporations are o f f e r i n g to t h e i r employees, consumer groups of students and t h e i r requirements), it is l i t t l e wonder that new, d i f f e r e n t , and updated e v a l u ation methods are required. This section has traced the h is to r y of evalua tion and has re fe rred to many of the w r i t e r s usually cited in general ev a lu a ti o n . It has described some of the trends in education, measurement, and e v a lu a t i o n , showing that the concepts of eva luatio n have changed g r e a t l y between the e a r l i e r studies of Rice, Thorndike, and Ayres, and the l a t e r concepts put forward by Lindvall (196A), Scriven (1967), and Popham (1973). EVALUATION IN HIGHER EDUCATION Evaluation in higher education is intermingled h i s t o r i c a l l y with evalua tio n in gen eral. Many of the studies that have been conducted have taken t h e i r popula tions from elementary and secondary i n s t i t u t i o n s , but they were completed under the d i r e c t i o n of major colleges and universi t i e s . Studies in the l i b e r a l arts or general education areas are p a r t i c u l a r l y prominent in higher education. 3 1 Smith and Tyler (1942) published a report dealing with the appraisal and recording of student progress. Through its executive committee, The American Council on Education published a f in a l report e n t i t l e d Cooperation in General Educat i on . which dealt with the f a c t o r s , issues, and philosophy of general education as well as the humanities, social sciences, natural sciences, and student personnel (Dressel and others, 1947). Dressel covers eva luatio n in general education in many of his w r i t i n g s . In 1950 he published "Evaluation Procedures for General Education O b je c ti v e s ." In 1954 he edited a book e n t i t l e d Evaluation in General Education. Dressel and Mayhew (1954) made a nontechnical evalua tion of general education by using teachers from nineteen c o l leges and u n i v e r s i t i e s , and in 1953 Dressel published an evaluation of the basic college at Michigan State Uni ver- si ty with regard to the general education curriculum. In 1961 he publ ished Evaluation in Higher Education , which was a continuat ion of his p r i o r work on general education; and in 19&1 Dressel and DeLisle published Underg raduate Curriculum Trends. Other w r i t e r s making c o n tr ib u tio n s to general education and evaluatio n in higher education are Eckert (1952) : Evaluation in General Education , McGrath (1951): The Need for Experimentation and Research- - Genera1 Educa tion in T r a n s i t i o n , M i l l e r (1954): Evaluation in Higher 32 Education , Bell (1966): The Reforming of General Educa tio n , and Tussman (1969): Experiment at B e r k e l e y . T y l e r , Gagne, and Scriven (1967) mention other w r i t e r s , such as Astin (1961) and Pace (1965“6 6) , who have completed evalua tion studies on higher education in the area of college environments. Curtis and Wartgow (1972) completed a very i n t e r esting study on evalua ting n o n t r a d i t i o n a 1 higher education. They in di c ate that the p e r t in e n t factors of an evalua tion model for n o n t r a d i t i o n a 1 i n s t i t u t i o n s of higher education should be an examination and analysis of the extent to which that school or college is serving the needs of the p a r t i c u l a r segment of the population for which i t was created. This concept implies that all i n s t i t u t i o n s have determined t h e i r ob jec tiv e s and purposes, an idea which appears ide^al i s t i c . Roning (1972), Clucas (1972), and Mauss (1975) have al l done studies p e r t a in in g to a p a r t i c u l a r segment of evalua tion in higher educat iion. In each case the l i t e r a t u r e search cite s a d d it io n a l studies that have been completed in higher education. The reader is referred to these p a r t i c u l a r studies for more s p e c i f i c d e t a i l . GENERAL PROGRAM EVALUATION The d e f i n i t i o n of program e v a l u a t i o n as used by Gottman and Clasen (19 62: 33 ) is “ the o b t a i n i n g of p e r i o d i c 1 1 information about the processes and the q u a l i t y of o u t comes of an educational program." The q u a l i t y and process ref err ed to mean information about the success in a c h ie v ing ob je ctives of t h e , program at each managerial level of the program. Used in this con text, evalua tion is the q u a l i t y control of the processes and outcomes of an educa tio nal program. Therefore, eva lua tio n can be a tool for keeping the outcomes of a program on tar ge t as designated by the o b j e c t i v e s . Suchman (1567 - 28) indicates that program e v a lu a tion is poorly defined and often improperly used. Even more serious than the looseness of the d e f i n i t i o n , states Suchman, is the absence of any c l e a r - c u t understanding of the basic requirements of e v a lu a t i v e research. He states that there is a mixture of conceptual and operational d e f i n i t i o n s , with the m a jo r it y f a l l i n g in the category of o p e r a t i o n a l . He uses the conceptual and operational d e f i n i t i o n of fered by the American Public Health Associa tio n: The process of determining th e 'v a lu e or amount of success in achieving a predetermined o b j e c t i v e . It includes at least the following steps: Formulation of the o b j e c t i v e , i d e n t i f i c a t i o n of the proper c r i t e r i a to be used in measuring success, determination and exp lana tion of the degree of success, recommendations for f u r th e r program a c t i v i t y . Suchman (1967) sees the conceptual elements in this d e f i n i t i o n as "the value or amount of success" and ____________________________ 3 k "predetermined o b j e c t i v e s , " w h i l e the operational terms are " o b j e c t i v e s , " " c r i t e r i a , " and "de termination and exp lana tion of the degree of success." Thus the value assigned to an o b j e c t i v e and the success obtained become rather i m portant . Apple, L u f l e r , and Subkoviak (197*0 agree with Suchman regarding the ope rational o b je c tiv e s of program eva lu a tio n . The value of an educational program is d e t e r mined by how well i t achieves stated o b j e c t i v e s . Riecken ( 19 5 2 : A) defines eva lua tio n as "the meas urement of desirab le and undesirable consequences of an action that has been taken in order to forward some goal that we va lue." This d e f i n i t i o n stresses the importance of an a c t i v i t y as-the object of an e v a lu a ti v e study, and i t implies that the activity^ may have negative as well as p o s it iv e r e s u l t s . In this case an e v a lu a ti v e study i n d i cates the existence of a program or an a c t i v i t y that needs e v a lu a tio n . The ev aluation may show m u l t i p l e e f f e c t s , some of which may not be p o s i t i v e . The need fo r sound program e v a l u a t i o n is put f o r ward by Stake (19 67) * He i n d i c a t e s th a t one of the l a r g e s t investments being made in the United States today is the development of new programs, though not n e c e s s a r i l y of ed uc a tio na l programs. Additional emphasis is given to program ev aluation by Bigman ( 1 9 6 1 : 9 9 ) * who states that the purposes of an 35 eva luatio n study are the fo ll o w in g : 1. To discover whether and how well o b je c - tives are being f u l f i l l e d . 2. To determine the reasons for s p e c i f i c successes and f a i l u r e s . 3. To uncover the p r i n c i p l e s underlying a successful program. k . To d i r e c t the course of experiments with techniques for increasing e f f e c t i v e n e s s . 5. To lay the basis for f u r t h e r research on the reasons for the r e l a t i v e success of a l t e r n a t i v e techniques. 6. To redefine the means to be used for a t t a i n i n g o b j e c t i v e s , and even to redefine subgoals, in the l i g h t of research fin d in g s . Considering Bigman's purposes for an e v a lu a ti v e study, the need for program planning and development becomes extremely important. Suchman (1967) feel s that program ev aluation must include program planning and development and that i t must go beyond this point to obtain an understanding of the reasons for success or f a i l u r e . He l i s t s six steps that are essent ial for evalua tio n (1967*. 30): 1. I d e n t i f i c a t i o n of the goals to be evaluated. 2. Analysis of the problems with which the a c t i v i t y must cope. 3. Description and s t a n d a rd iz a t io n of the a c t i v i t y . h. Measurement of the degree of change that takes place. 5. Determination of whether the observed change is due to the a c t i v i t y or to some other cause. 6. Some in d ic a t io n of the d u r a b i l i t y of the e f f e c t s . Suchman1s six es sent ial steps for eva lua tio n lead to e v a lu a t i v e research with its use of the s c i e n t i f i c 36 method as opposed to eva lua tio n in gen eral, which judges the value of some program or a c t i v i t y regardless of the method used . The success or f a i l u r e of a program or a c t i v i t y in achieving a p a r t i c u l a r o b j e c t i v e may be judged according to f iv e d i f f e r e n t c r i t e r i a , l i s t e d by Suchman (1967:31) as f o 11ows: ^ m E f fo r t - -The amount of a c t i v i t y expended toward accomplishment of the o b j e c t i v e . 2. Pe rfo rmance--The magnitude of the o u t come, r e s u l t , or e f f o r t produced by program ac t i v i t y . 3. Adequacy of Performance--The r a t i o of the magnitude of observed e f f e c t to the tota l amoun t needed. ^ • E f f i c i e n c y --The r a t i o of output e f f e c t to input costs for various methods. 5. Process--The determination of why a program worked or did not work. Scriven (1967) states that ev aluation is a dual process that includes both d e s c r ip tio n and judgment; it is the c o l l e c t i o n and use of data from many sources on which to base educational dec isions. Evaluators make judgments regarding the worth and merit of educational programs; these judgments are based on d a t a - - o n l y part of which is student generated--which bear out the m u l t i p l i c i t y of data sou rces . McCluskey (1973) introduces several models of edu cational eva lu a tio n : l) the cl as s ic a l type of model, which contains the following g u id e lin e s : formulate o b j e c t i v e s , c l a s s i f y o b j e c t i v e s , define o b je c tiv e s in behavioral terms, 37 suggest s i tu a ti o n s in which achievement of o b je c tiv e s w i l l be shown, develop or se le c t appraisal techniques, and gather and i n t e r p r e t performance data; 2) the a c c r e d i t a t i o n model, which emphasizes the process of education rather than its outcomes; 3) the systems model, inherent in which is the idea of evaluatio n as a management feedback system throughout the course of the program; and k) the d i s c r e p ancy model, which combines the best a v a i l a b l e methods for using eva luatio n as a program development tool . Stake (1967) i d e n t i f i e s c l o s e l y w ith Suchman and Scriven as he o u t l i n e s his e v a l u a t i o n model by s t a t i n g th a t data are c o l l e c t e d on thr ee aspects ( a n te c e d e n ts , t r a n s a c t i o n s , and outcomes) and four domains ( i n t e n t s , o b s e r v a t i o n s , s ta n d a r d s , and judgments) in or der to make good d e c i s i o n s . His model is ad apt abl e fo r la r g e n a ti on a l c u r r ic u l u m p r o j e c t s as well as f o r sm all er programs in the cl a s s room. Stake's evalua tio n model supports the l i s t i n g by Suchman of the purposes of eva lu a ti o n and the essent ial steps for eva lu a tio n . His model requires planning as a function of the antecedents, as well as eva lu a ti o n as a function of the tra nsactions and outcomes. When t r a n s actions are analyzed, they become formative e v a lu a tio n ; and when outcomes are evaluated, they become summative e v a lu a ti o n . Both of these ideas are put forward by Scriven (1 967)* 38 Anderson, B a l l , and Murphy (1975) state that e v a lu a t i v e research has been categorized into two types: formative and summative. Formative ev aluation is concerned with helping the developer of a program or products through the use of empirical research methodology. Summative e v a l uation is concerned with e v a lua ti ng the o ve ra ll program a f t e r it is o p e r a t i o n a l . Operational programs are la r g e ly measured by op era tio nal terms such as ob je c tiv e s and c r i t e r i a . Evaluation is usually done by looking at student a t t i t u d e s and knowl edge, which can generate a vast amount of student data. This type of information draws the e va lua to r toward stand ar dized, commercially constructed t e s t s . Scriven (1967) refers to Glaser (1963) as drawing an important d i s t i n c tion between c r i t e r i o n - r e f e r e n c e d tests (those that meas ure degree of learning) and norm-referenced tests (those p r i m a r i l y designed to d i s c r i m i n a t e among i n d i v i d u a l s ) . When evaluatin g an educational program, the evaluator is p r i m a r i l y interested in d i s c r i m i n a t i n g among programs, a purpose for which norm-referenced tests are not designed and should not be used. Carpenter and Rapp (1972) support the idea that innovative programs involve a great degree of t e s t in g . Many such programs stress i n d i v i d u a l i z a t i o n of i n s t r u c tion and progress, which leads to increased test ing by the 39 use of both standardized norm-referenced and c r i t e r i o n - referenced examinations. The content examination used in this study, which was constructed by the f a c u l t y using the goals and ob je ctives of the f a c u l t y and students as e v a l u a t i v e c r i t e r i a , is regarded as a c r i t e r i o n - referenced t e s t . It was designed to measure changes in co g n it iv e lear n ing. The Schein Public Opinion Questionnaire II used to measure a t t i t u d e s is a norm-referenced test which d isc rim in at es among in d iv id u a ls . A review of program eva lua tio n cannot be complete without PERT (Program Evaluation and Review Technique). It is a systematic t i m e - t a b l i n g , programming technique that was developed in 1958 and 1959 during the days of the Po laris B a l l i s t i c M i s s i l e . It is credi ted with saving two years' time for that program. Lindvall and Cox (1970) r e f e r to a program develop ed at the U n iv e rs it y of Pittsburgh by Lindvall and Bolvin (1967) called I n d i v i d u a l l y Prescribed In s t ru c ti o n ( I P I ) . This program was evaluated by using three d i f f e r e n t types of eva lu a ti on: 1. Pupil M oni toring--Th e regular and systematic eva lua tion of pupil achievement for the purpose of adapting i n s t r u c t i o n to indiv idu al needs. 2. Formative Eva1u a t i o n - -The continuing ev aluation of a l l elements of a developing educational program as an aid to the development process. 40 3. Summative Evalu ation- -The e v a lua tio n of the results produced by an educational program for purposes of making judgments concerning its value. As this program was developed, it was based on a simple perception that any program, whether large or small, must have goals that i t is designed to achieve, a plan for achieving these goals, an operation in which the plan is carried out, and an assessment of the extent to which the operating program achieves its goals. Roueche and Kirk (1973) conducted a study dealing with the e f fe c ti v e n e s s of selected innovative community college programs for n o n t r a d i t i o n a 1 ( h i g h - r i s k ) students. One purpose of the study was to i d e n t i f y successful pro grams and to h i g h l i g h t features which led to t h e i r success. Five co lleges, representing Texas, North Ca ro li n a, and New Jersey, were used on the basis that each e n r o l l s a large number of n on tr aditio na 1 students. Each has developed a d i s t i n c t yet innovative approach to remedial education which permits comparisons among d i f f e r e n t programs. The success of the various programs was looked at in terms of several f a c t o r s , including student p e r s i s tence, academic performance, and student s a t i s f a c t i o n . Students in remedial programs were compared with s i m i l a r students not involved in such programs both during and a f t e r t h e i r p a r t i c i p a t i o n . The results of the remedial Al programs indicated that remedial students did b e t t e r than the nonremedial ones, but the re ten tio n was short l iv e d. One of the apparent weaknesses of this study was that no community colleges were used from C a l i f o r n i a or F l o r id a , two states with extensive community college systems. Another study of even g re at er magnitude was Harvard Project Physi cs, conducted by Walberg and reported by Apple, L u f l e r , and Subkoviak (197*0 • The purpose of this study was to teach physics to high school students in a highly pa la t a b le way. High school teachers all across the nation were randomly selected to teach t h e i r physics courses e i t h e r by the new approach or by the t r a d i t i o n a l approach. A t t i t u d e and achievement measures were obtained for students under both c o n ditio ns , and comparisons were made. No s i g n i f i c a n t d iff e r e n c e s were found between the groups with respect to achievement or a t t i t u d e . What is s t r i k i n g about this eva lua tio n is that it is one of the few true experiments in the area of educational ev aluation with a national sample. A very i n t e r e s t i n g study conducted by Wolf and A r n s t e i n . ( l 9 7 5 ) used a new e v a l u a t i o n method--a " j u d i c i a l model." Using the techniques of a court o f law, adver sary teams prepared and presented t h e i r arguments for and a g a i n s t the program. T h i r t y - t w o wi tnesses t e s t i f i e d over a two-day p e r io d . Documents were entered into the record. 4 2 S t r ateg ies for d i r e c t , cross, and recross examination were developed. Jud icia l i n s t r u c t i o n s , rules of evidence, ju ry s e l e c t i o n , d e l i b e r a t i o n procedures, and prehearing d i s covery were all designed and implemented. The ju r y panel was selected by using t h i r t e e n educational experts from various locations around the country. In this study, one of the weaknesses was a lack of a c l e a r - c u t conclusion. No s t a t i s t i c a l measurements were used; t h e r e f o r e , te stin g of the null hypothesis was miss ing, and there was no acceptance or r e j e c t i o n of a p a r t i c u l a r procedure. S p ecifi c programs that have been evaluated as d i s s e r t a t i o n studies are v ar ie d. Wheaton (1971) completed "An Evaluation of an I n d iv id u a li z e d Learning Program in a C a l i f o r n i a Union High School." His study was a nonrandom ized p r e t e s t - p o s t t e s t design which used the Stanford Achievement Test. Measurement was done by analysis of variance and covariance. The findings r e f l e c t e d no s i g n i f i c a n t changes in any of the groups. One possible weak ness of the study was that no a t t i t u d e measurement was ta k e n . Dole (1972) completed "An Evaluation of the United States Air Force Flying Safety O f f i c e r Course at the Uni v e r s i t y of Southern C a l i f o r n i a . " The procedure used was to analyze the current m a t e r i a l , to c o l l e c t and analyze actual problems, and then to use the c r i t i c a l incident technique. The find ings of the study indicated the safety o f f i c e r course as useful and successful in f u l f i l l i n g its stated ob je c t iv e s . In his study “ Evaluation of Short-Term Tr aining for R e h a b i l i t a t i o n Counselors; Effe ct ive ne ss of.an I n s t i t u t e on E p i l e p s y , 1 1 Stude (1972) covers many s h o r t term t r a i n i n g programs that have p a r t i c u l a r i n t e r e s t to this study. Other studies r e l a t i n g to program eva lua tio n were completed by Jorgenson (1973), Bowen (197*0, and Larson and Loer (1 97*0 • A number of studies dealing with the e v a lua tio n of advanced degree programs has been conducted. Representa t i v e of the many completed are Bednar (1971), Carter (1967), Doty (1969), Eiken (196 6), Holbrook (1970), Lively (1970), Reed (1970), Snow (1969), Stewart (1972), Somers (1970) , and Waldron ( l 970) . To complete th is section on general program e v a l u a t io n , Datta (1 9 7 2 : A 5) suggest several questions that need to be asked regarding program ev a lu a ti o n : 1. What was the treatment of the program? 2. Did the treatment or program have the e f f e c t s i t intended to have? 3. How did d i f f e r e n t treatments or programs com pare with the extent to which they reached t h e i r own goals kk and tra n s f e r r e d to broader goals? Lindvall and Cox (1970) indicate that i t is unrea sonable to expect an innovative program to achieve f u l l y its operating goals at an early stage in its development and t r i a l ; the extent to which these goals are being met must be assessed on a continuing basis. PROGRAM EVALUATION IN BUSINESS A number of studies r e l a t i n g to the business f i e l d has been done in the area of business and o f f i c e education. Erickson (1971) conducted an in-depth inte rv iew with each of 300 supervisors. The data c o l l e c t e d were used to iden t i f y and analyze the basic components of beginning- and i n t e r m e d i a t e - l e v e l o f f i c e jobs. This study was done as part of a national study to i d e n t i f y courses that should be included in a business education curriculum. The com ponents i d e n t i f i e d were 1) communicating with others; 2) s o r t in g , f i l i n g , and r e t r i e v i n g ; 3) t y p e w r it in g ; and A) checking, computing, and v e r i f y i n g . The conclusion reached indicated that c e r t a i n basic courses now of fe re d in business education c u r r i c u l a , such as t y p e w r i t i n g , book keeping, general business, and shorthand, should continue to be o f fe re d . A follow-on study re la te d to Erickson (1971) was conducted by Bock (1973) which attempted to 1) provide information needed to modify or improve high school and community college business education c u r r i c u l a and 2) present information in readable, nontechnical language so as to be helpful to anyone interested in educational pro grams designed to equip students for successful o f f i c e emp1oyment . The data were analyzed by using the UCLA Basic Components Model for 1,126 job tasks from 300 completed interviews with o f f i c e workers and t h e i r supervisors. The findings of this study g e n e r a ll y support those.of the Erickson (1971) study which stated that c e r t a in basic courses should continue to be o f f e r e d . Rossini (1971) conducted an ev a lu a ti o n of an experimental class designed to t r a i n business students in the use of the IBM S e l e c t r i c t y p e w r i t e r . The purpose of the program was to as s is t students to meet the needs of the business environment. The program covered nine weeks, with students meeting twice weekly for three hours a meet ing. Students were pretested and po s tte st ed . The program was found to be successful in that the s k i l l s of the s t u dents showed s i g n i f i c a n t increase. Other studies dealing with eva lua tio n in shorthand and business and o f f i c e education have been completed by Gibbons (1969), and Lanham and T ry tte n (1966). Miner (1965) in dicates that undergraduate business programs and c u r r i c u l a have been standardized in many ________A6 respects and that few studies have been reported in the l i t e r a t u r e which attempt to evaluate or i d e n t i f y changes produced by programs or courses dealing with business sub j e c t s . An e x c e l l e n t l i t e r a t u r e review is included whereby he separates the t h i r t y - e i g h t studies used into 1) befor e- a f t e r studies with a control group, 2) a f t e r - o n l y studies with a control group, and 3) b e f o r e - a f t e r studies without a control group. Miner f u r t h e r s t a t e s that more research in the area of business has been done than is imagined, thus c o n tr a d i c t in g his p r i o r statement that few studies on evaluatio n had been reported in the l i t e r a t u r e . His research est ab lish es that management education can produce changes in people and that in some instances these changes are maintained. Because the study being reported is dealing with program e v a lu a ti o n , the fo llo wing two studies in the area of accounting are reported. The f i r s t covers a p a r t i c u l a r course w it h in a program. Hines (1973) and his colleagues set up a program to te st and evaluate the introduct ory accounting course at the U n iv e r s it y of Arizona. An a l t e r nate form of test was used, which was then graded, analyzed and converted to a standard t score. This study was o b v i ously lim ited in scope and a p p l i c a t i o n , but it did a s s is t o p e r a t i o n a l l y in the in s t r u c t i o n and maintenance of the course. __________________________ h z The second study in accounting, by Gonzales (1972), covers a c r i t i c a l evalua ti on of the undergraduate account ing curriculum in the P h i l i p p i n e College of Commerce. The study included a catalog survey of accounting programs in the P h i l i p p i n e s . A qu e stio nn a ire was sent to graduates and to the f a c u l t y to request t h e i r suggestions for an account ing curriculum and to determine t h e i r degree of s a t i s f a c tion with the current curriculum. The conclusion drawn from the catalog survey was that most schools include l i b e r a l education in t h e i r programs. The qu e s ti o n n a ir e indicated that both f a c u l t y and graduates were s a t i s f i e d with the current curriculum, f e e l i n g that i t provided ade quate pr ep ara ti on. A study examining the in d u s t r ia l programs at the College of San Mateo (Pearce, 1968) sought to provide an overview of the goals and to show the ind iv idu al and occu pational c h a r a c t e r i s t i c s of students in the program. A qu est io nn aire was developed, te s te d , and then administered to 1,118 students by f a c u l t y members. A tota l of ~Jk& s t u dents returned the qu e s ti o n n a ir e for a 67 percent return. The study concluded that 50 percent of the students were seeking a c e r t i f i c a t e of completion and that 9 0 p e r cent of the adults were over t w e n t y - f i v e years of age. The program was found to be most a t t r a c t i v e to students from firms that employed 1,000 or more employees. Those students holding the program in low regard were under the kS age of twenty-one. A weakness in the study may have been a lack of consistency in the a d m i n i s tr a t i o n of the ques t i o n n a i r e , because many f a c u l t y members were involved. A second weakness may have been the lack of s t a t i s t i c a l a n a 1 y s i s . Three studies that have been done regarding indus t r i a l programs are presented. One case study (Manmohan, 1968) references some of the e v a lu a ti o n methods used by business firms, such as the in-basket technique and the c r i t i c a l incident method. The o b je c t iv e s of this study were concerned with the aims and e f fe c ti v e n e s s of manage ment t r a i n i n g programs in discount stores. The study consisted of interviews with managers who were in charge of management t r a i n i n g programs and with t r a in e e s . The interviews were based upon a qu e s ti o n n a ir e developed for the study, which was intended to t e s t the study's hypoth eses. A series of questions was asked, each te st ing a hypothesis. Each hypothesis was e i t h e r accepted or rejec te d according to the responses given by the managers and the t r a in e e s . The find ings showed that the program in its i n i t i a l stages was not achieving the purposes for which i t was intended. Trainees f e l t that in the i n i t i a l stages they did not receive e x a c t ly what they were told they would get from the program. Managers, however, f e l t that the program was adequately communicating company o b j e c t i v e s . Apparent weaknesses of the study were a ____________ 49 lim ite d po pulat io n, a lack of s t a t i s t i c s , and the lack of a r e p r e s e n t a ti v e segment of industry. Baker (1970) conducted a study to examine the role and e f fe c ti v e n e s s of company-sponsored educational programs for nonsupervisory-exempt personnel in research- and deve1opment- or iented companies. The study p r i m a r i l y involved the eva lu a ti on of three central hypotheses: 1) that a change, or rate of change of p o s ition or p o s ition r e s p o n s i b i l i t y is re late d to an i n d i v i d u a l ' s p a r t i c i p a t i o n in company-sponsored education programs; 2) that p a r t i c i p a tion in company-sponsored education programs is re la te d to the job needs of the p os ition as seen by the i n d i v i d u a l ; and 3) that p a r t i c i p a t i o n in company- sponsored education programs is re late d to the p r io r p a r t i c i p a t i o n of the i n d i v i d u a l ' s superior s, contemporaries, and immediate boss. Hypothesis 1 was r e j e c t e d . Hypothesis 2 was accepted. Hypothesis 3 was overwhelmingly supported. A study conducted by Chabotar (197*0 > involving a t r a i n i n g eva lu a ti on model for management development, points out the complexity of e v a lu a tin g t r a i n i n g programs. This p a r t i c u l a r model used causal, i n te rv e n i n g , and end- r es ul t v ariables developed around L i k e r t ' s leadership t h e o r ie s . Using L i k e r t ' s v a r i a b l e s , the t r a i n i n g program stressed the causal v a r i a b l e , the o r g a n iz a t i o n a l climate was one of an interv eni ng v a r i a b l e , and the improved output and a d m i n i s t r a t i v e effe c tiv e n e s s were r e f l e c t i v e of the ^0 e n d -r e s u lt v a r i a b l e . All v a r i a b l e s were measured in six experimental groups through the use of three techniques: qu e sti onna ir es , in te rv ie w s , and analysis of organ i zational documents. Pretests and postt est s were used, and paired comparisons between experimental and control groups were used to evaluate the impact of the t r a i n i n g program on the experimental groups. The s t a t i s t i c a l te s t used to analyze the que st io nn aire data was a two-way analysis of variance, using the . 0 5 level of s i g n i f i c a n c e as the minimum basis for decision making. Considering the number of studies undertaken, i t is evident that more research dealing with program e v a lu a tion is now being conducted in the f i e l d of business admin i s t r a t i o n than was the case in the past. Also evident is the fact that new and innovative ways to evaluate programs, which are both met hodo l o g i c a l l y sound and o r g a n i z a t i o n a l l y r e l e v a n t , must be developed. ATTITUDE EVALUATION Because a portion of this study was designed to determine the impact of the program on the p a r t i c i p a n t ' s a t t i t u d e toward the world of business and ind us try, several studies dealing with a t t i t u d e s are examined. However, a thorough review of the l i t e r a t u r e regarding a t t i t u d e s is not made in this se ction. The reader is r e fe rre d to two 51 studies^ El 1 i o 11 (1 9 7 *0 and Manos ( 197 *0 in which ex te n sive l i t e r a t u r e was e f f e c t i v e l y reviewed in the area of a t t i t u d e s . In his study of student a t t i t u d e s toward business, Manos (197*0 states that with the advent of social psy chology and sociology, experts such as Thurstone, Thorn dike, A l l p o r t , Katz, Fishbein, Anastasi, Osgood, L i k e r t , and others have conducted many studies in the areas of a t t i t u d e development, measurement, formation, and change. Manos measured the a t t i t u d e s of nonbusiness students and business majors by using the method of successive i n t e r vals. A to ta l of 181 students majoring in business admin i s t r a t i o n and in the l i b e r a l ar ts p a r t i c i p a t e d in the study. The data colle c t e d were subjected to tests of c o r r e l a t i o n and to the s t a t i s t i c a l technique of the com parison of the d i f f e r e n c e between means at the .01 level of s i g n i f i c a n c e . The conclusions drawn from the study in d ic at e that business majors are more p o s i t i v e in t h e i r a t t i t u d e s toward business than are nonbusiness majors. However, nonbusiness majors were not as an ti-b u s in e s s as previous l i t e r a t u r e had ind ic at ed . Wilson, Robeck, and Michael (1969) s t a t e that an i n d i v i d u a l ' s a t t i t u d e s are the r e f l e c t i o n of his p r i v a t e world. A d e f i n i t i o n they use to describe a t t i t u d e s i n d i cates that a t t i t u d e is a p r e d i s p o s it io n to act in a ________________________________________________________________________________ 52 p o s i t i v e or negative way toward persons, o b je c ts , ideas, or events. D e f i n i t i o n s of a t t i t u d e s by A l l p o r t (1935), Horney (19^5), Ruesch (195 7)» and Cronbach (1963) are also given. Anderson, B a l l , and Murphy (1975) in di c a te that the way a t t i t u d e is defined helps to determine the ways in which it is measured. Klausmeier and Goodwin (1966) stat e that an i n d i v i d u a l ' s a t t i t u d e is i n fe rr e d from his behavior and cannot be measured as d i r e c t l y as s k i l l , fa c t s , and concepts. Cronbach (1963) agrees with this idea by in dic atin g that most a t t i t u d e s are measured by que sti onna ir es , instruments which have been g r e a t l y c r i t i cized because they are subject to d i s t o r t i o n , e s p e c i a l l y where the student hopes to gain by being less than frank. Cronbach (1963), Bloom (1956), and Donaldson (1971) agree that along with the general f a i l u r e to measure cog n i t i v e achievement properly there is an almost tota l f a i l ure to evaluate and i d e n t i f y "noncognitive achievement." It is evident that most contemporary evaluations of i n s t r u c t io n begin and end with achievement t e s t i n g . For reasons of this nature, Schein (1967) developed his Public Opinion Q.uestionnai re II which was used in this study. S c h ein 1s study was conducted by using two student popula tions and one population of executives. One group con sisted of regular graduate students, while the second 53 group consisted of m id d le -le v e l managers about t h i r t y to f o r t y years old who were sent to school by t h e i r compan ies. Each group of students was pretested and posttested as were the f a c u l t y and the executives to determine the r e l a t i o n s h i p of a t t i t u d e changes to the a t t i t u d e d e l i b e r a t e l y or unconsciously promulgated by the school. The c o l l e c t e d data were matched by pr et es t and p os tt est to see i f change had occurred, and the re s u lts were then subjected to a t - t e s t . S i g n i fi c a n c e at the .05 level was achieved on a t w o - t a i l e d t e s t . The findings showed that 1) the a t t i t u d e s of the f a c u l t y and the execu tives d i f f e r e d on at leas t h a l f of the scales making up the q u e s ti o n n a ir e , 2) f a c u l t y a t t i t u d e s tended to d i f f e r as a function of the teaching area, 3) the i n i t i a l a t t i tudes of the graduate students tended to be intermediate between those of the f a c u l t y and those of the managers, and 4) in both students groups there was a clear trend toward the adoption of f a c u l t y a t t i t u d e s . D i f f e r i n g from Schei n 1s conclusions, Jacob (1957)""as reported by Cronbach ( 1 9 6 3 ) - - states that a f t e r a review of the evidence on a t t i t u d e change in c o lle g e , doubts are raised as to whether coll ege courses or pro grams modify student b e l i e f s very much. In his study comparing occupational goals between the academic world and the business world, Goodwin (1969) agrees with Jacob in drawing some d i f f e r e n t conclusions 54 regarding student a t t i t u d e s than those reported by Schein. Brandmeir (1969) conducted a study to determine i f there were s i g n i f i c a n t d iff e r e n c e s in a t t i t u d e s of bu s i ness a d m i n i s tr a t i o n students about t h e i r concepts central to the environment of the American business system. Three student populations consisting of graduates, seniors, and freshmen were used. The research problem was to compare each of the three population groups for change. A modi fied semantic d i f f e r e n t i a l technique was used to measure a t t i t u d e s about each of ten concepts. The hypotheses were tested by using a chi -square te st for contingency. The c r i t e r i o n for independence was placed at the .05 level of s i g n i f i c a n c e . Findings supported the research hypothesis of s i g n i f i c a n t d i ff e r e n c e s in a t t i t u d e s for a l l combina tions tested. Patterns of d i ff e r e n c e s between seniors and graduates were d i s t i n c t l y separate from patterns of d i f ferences between seniors and freshmen. E l l i o t (197*0 completed an e v a lu a ti o n of the Student T u t o r i a l Assistance Program at F u l l e r t o n College. The purpose of his study was to determine the e f f e c t i v e ness of the t u t o r i a l assistance program by measuring a t t i tudes in three areas: l) a t t i t u d e toward s e l f , 2) a t t i t u d e toward ot hers, and 3) a t t i t u d e toward education in general. A t t i t u d e scales were administered on a p r e t e s t - p o s t t e s t basis to experimental and control groups. Data were then subjected to a comparison of the means using a Z r a t i o to 55 find the s i g n i f i c a n c e of the d i ff e r e n c e s between the control and experimental groups. Conclusions drawn from the study ind ic at e that students who p a r t i c i p a t e d in the Student T u t o r ia l As sis tance Program experienced a s i g n i f i c a n t increase in p o s i t i v e a t t i t u d e s toward s e l f and o th er s. It was concluded that the a t t i t u d e scales used did not a cc ur at ely measure the a t t i t u d e toward education of e i t h e r the control or the experimental group. A t t it u d e s in general have provided a f e r t i l e f i e l d for research studies. Dawson (1970) conducted a study in general a t t i t u d e s toward business as a job performance p r e d i c t o r . A study by Roach and Davis (1973) looked at the s t a b i l i t y of the s t r u c t u r e of employee a t t i t u d e s . Stude (1972) in his study refers to more than f i f t e e n studies done in the area of human r e l a ti o n s and a t t i t u d e development and change. Lehmann and Mehrens (1971) report many studies dealing with a t t i t u d e s and values. Additional studies in the area of work a t t i t u d e s and high p r o d u c t i v i t y and low p r o d u c t i v i t y are used by Strauss and Say 1es (1972) . Miner (1 9 6 5 > 1973) references a number of studies dealing with a t t i t u d e change, a u t h o r i t y , and managerial motivation in the f i e l d of business. 56 SUMMARY The l i t e r a t u r e reviewed in th is chapter supports the approach used in this study to u t i l i z e a new and inno v a t i v e way to evaluate an educational program. The l i t e r ature c l e a r l y indicates that many of the older methods of eva lu a ti on are no longer a pp ro pr iate when considering some of the new ways that education is being packaged and del i ve re d . Some of the assumptions underlying this study were the fo ll ow in g : 1. The concept of having f a c u l t y and students p a r t i c i p a t e c o l l e c t i v e l y in s e ttin g programs goals and o b j e c t i v e s - - a n d hence the c r i t e r i a for e v a l u a t i o n - - i s both innovative and sound. 2. The evaluatio n of an educational program is a sound p r a c t i c e . 3. The basic purpose of ev a lu a ti o n is to s t im ulate d e s ir a b l e growth and improvement. The program under study uses c r i t e r i a est ab li sh ed by f a c u l t y and students. It measures both cogn11 i v e and noncognitive values through content examinations con struct ed by the f a c u l t y and through a t t i t u d e examina tions. The model used is one that can be applied to other educational programs in a sound, educational manner. This chapter introduced the subject of eva lua tio n in education from h i s t o r i c a l and contemporary viewpoints. Evaluation in higher education was examined by reviewing some of the b e t t e r known w r i t e r s and stu di es . The next area, program e v a l u a t i o n , was examined from a general viewpoint and then more s p e c i f i c a l l y from a business point of view. A t t it u d e s were reviewed in general because a portion of this study deals with a t t i t u d e changes. Many areas in the f i e l d of a t t i t u d e s could have been examined, but a general approach was chosen for this research. The chapter which follows covers the methodology and procedures used in the study. 58 Chapter 3 METHODOLOGY AND PROCEDURES The problem addressed in this study was to e v a l u ate a u n i v e r s i t y business program by means of selected c r i t e r i a as esta bl is he d by f a c u l t y and students. This evaluatio n was accomplished by measuring c o g n it iv e knowl edge as well as a t t i t u d e s . The real question was whether the goals and o b j e c tives of the program, as est ab li sh ed by the f a c u l t y and students and used as e v a l u a t i v e c r i t e r i a , were being met. A secondary question was to see i f the a t t i t u d e s of the students (the treatment group) changed during the period of time that they were exposed to the curriculum (the independent v a r i a b l e ) and to the f a c u l t y . CURRICULUM USED IN THE STUDY The program under study was an u p p e r - d i v i s i o n , si x- t ri m e s t e r (two-year) course of study. The curriculum was grouped into six segments or blocks. For this study only two of the six blocks were selected to be used. They were the f o 1 1ow i n g : 1. Human Resource Management emphasizes the development of s k i l l s and knowledge in interpersonal 59 r e l a t i o n s . The bloc k c o n s i s t s o f a t h r e e - u n i t course in managerial ps y c h o lo g y , a t h r e e ^ u n i t course in human r e l a t i o n s , and a f o u r - u n i t independent d i r e c t e d s t u d i e s course. The c u r r i c u l u m c on t e n t o f t h i s b l o c k was ta u g h t by using an i n t e g r a t e d approach which r e l i e s h e a v i l y upon the group process. A communications workshop, which in c lu d e s a l i v e - i n week-end, is p a r t of t h i s b l o c k . Grading is done on a c r e d i t - n o c r e d i t b a s i s . ^ * PersQnnei anc| Management i n t e g r a t e s the t r a d i t i o n a l management f u n c t i o n s w i t h the te s te d methods of personnel a d m i n i s t r a t i o n . The b l o c k c o n s i s t s of a t h r e e - u n i t course in the p r i n c i p l e s of management, a t h r e e - u n i t course in the a d m i n i s t r a t i o n o f p e r s o n n e l , and a f o u r - u n i t independent d i r e c t e d s t u d i e s cour se. The c u r r i c u l u m f o r t h i s bloc k was i n t e g r a t e d in an e c l e c t i c manner. A more t r a d i t i o n a l t e a c h in g approach was used, w i t h g ra d in g being based on performance in c la ss as demonstrated by d i s c u s s i o n , e x a m i n a t i o n s , and case a n a l y s i s . POPULATI ON The i n d i v i d u a l s c o m p r is in g the p o p u l a t i o n f o r t h i s study were a l l w o rk in g i n d i v i d u a l s who had been employed a minimum o f th re e years and who r e pr es en ted some of the f i f t e e n l a r g e s t companies in the Los Angeles ba s tn . Six people r epres en ted p u b l i c u t i l i t y companies s e r v i n g the Los Angeles area. . The s t u d e n t p o p u l a t i o n r e p re s e n te d both 60 beginning students as well as those who were taking t h e i r last block before gr adu ation. Table 1 shows the t o ta l population t e s te d , the number s u i t a b l e for matching ( p r e te s t and p o s t t e s t ) , and the percentage of matchable pairs from the to ta l test ed. Table 2 shows how the students (the treatment groups) were spread throughout the program by designating the number and percentage that had completed each block. The numbers 1 through 6 used in the table represent the blocks which were numbered for computer purposes to help in managing the data; however, th is numbering does not represent the sequence in which the students took the six courses. The blocks were numbered as follow s: 1) Business and Society, 2) Human Resources Management, 3) Financial Resources, A) Environmental Systems, 5) Dynamics of Admin i s t r a t i o n , and 6) Personnel and Management. RESEARCH DESIGN The research design selected for this study was the nonrandomized control group p r e t e s t - p o s t t e s t design suggested by Isaac and Michael (1971)* This same design is re ferred to as a compromise experimental group-control group design by Kerli ng er (1973), as a comparative survey by Fox (1969), and as a nonequivalent control group by Campbell and Stanley (1963)* 61 Tabl Tot a1 Tes ted and e 1 Matchable Pairs Class Number Matched Percen T r i mes te r Block Sections Tes ted Pairs tage F all, Personnel and Management 1974 Treatment Group 6 85 51 60 Control Group 0 85 56 66 To t a 1 6 170 107 S3 Human Resource Management Treatment Group 5 73 51 70 Control G roup 0 73 37 51 Tot a 1 5 ■ pnr To Winter, 1975 Personnel and Management Treatment Group 4 47 44 ok Control Group 0 47 35 I k To t a 1 5 9T 79 Human Resource Management Treatment Group 5 67 35 52 Con t ro1 G roup 0 67 31 46 Tot a 1 5 m U 59 O N N > Table 2 Population Breakdown by Length of Time in the Program Based upon Pretest Trimester Block N tt\ n #3 #4 #5 #6 Fal l, Personnel and 43 33 32 3 b 31 0 1974 Management 76 (57%) (433) ( b n ) (b 53) (413) (03) Human Resource 1 0 0 1 0 8 20 15 Managemen t 56 (183) (03) (183) (143) (363) (273) Winter, Personnel and 10 29 17 8 19 0 1975 Managemen t 45 (223) ( 6 n ) (383) (183) (423) (03) Human Resource 16 0 10 7 10 1 0 Managemen t 35 ( k n ) (03) (293) (203) (293) (293) C T S A diagram of the design is as follows: Pretest T rea tmen t Pos 11es t Experimental Group X T Control Group T The c o n t r o l l a b l e or dependent v a r ia b le s are and T , representing the pr e te s t and p o s tt e s t . The X represents the manipulated (independent v a r i a b l e ) or the treatment given to the students. Justi f i c a t i o n for a Non randomized Sample Each t r i m e s t e r , depending on the number of new students ent ering the program, the number of sections for the Human Resource Management block is determined. The number of continuing students determines the number of sections of the Personnel and Management block. By design, each section has only sixteen to eighteen students en r o l l e d ; t h e r e f o r e , each student was used in the study as part of the pop ulation. As a r e s u l t , randomization was not possible. Non randomization was not considered serious because a comparison of groups for s i m i l a r i t y showed that a m a j o r it y of the treatment and control groups came from the same population. During the F a l l , 1974, t r i m e s t e r there were six sections of the Personnel and Management block and f i v e sections of the Human Resource Management __________________64 block. During the Winter, 1975, t ri m e s t e r there were four sections of the Personnel and Management block and f i v e sections of the Human Resources Management block. Each treatment and control group was tested for s i m i l a r i t y by using the p r e t e s t scores for each student and non-student. The p r e t e s t raw score means, standard d e v i a t i o n , F-value, and F - p r o b a b i 1ity (as shown in tables 3 through 6) were determined for the Schein Public Opinion Questionnaire II and the Faculty Content Examinations for the treatment and control groups for F a l l , 197^, and Winter, 1975. The data in tables 3 and k for the Schein Public Opinion Questionnaire I I , as r e f l e c t e d by the F-value and the F - p r o b a b i 1i t y , show that three of the four sections came from the same pop ulat io n. The one exception was the Personnel and Management block in F a l l , 197^, which had such a small p r o b a b i l i t y of a sampling e r ro r ( p ^ . G 5 ) as to i n d ic ate that the treatment and control groups came from d i f f e r e n t populations. The data in tables 5 and 6 for the two Faculty Content Examinations, as indicated by the F-value and F- p r o b a b i l i t y , show that of the four groups t e s te d , only the Human Resource Management block in F a l l , 197^, had such a low sampling e r r o r p r o b a b i l i t y <p< .05) as to i n d i cate that the two groups came from two d i f f e r e n t popula tions. 65 Table 3 Comparison of Groups for S im il a r ity for Schein Public Opinion Questionnaire 1 F al l, 1974 the : Source N DF Mean Standard Dev i at i on F- Va 1 u e F- Probab i 1i ty Pe rsonne] and Management T rea tme n t Group Control Group I t 119 242.53 243.00 31.48 14.30 4.85 .01 Human Resource Management Treatment Group Control Group 247.05 242.57 13-18 1 2.90 1 .04 .905 O N O N Table 4 Compa r i son of Schein P u b 1 i Groups for c Opinion Winter, S i m il a r ity for Ques t i onna i re 1 1975 the : Source N DF Mean Standard Dev i a t i on F- Va 1 ue F- P roba b i 1i ty Personnel and Management Treatment Group Control Group 45 42 85 245.71 245.64 1 1 .88 15.81 1 .77 . 064 Human Resource Managemen t Treatment Group Control Group 35 32 65 245.63 239.19 14.28 1 .05 .879 O N '• 'J Table 5 Comparison of Groups fo r S i m i l a r i t y for the Faculty Content Examination: F a l l , 197^ Source N DF Mean Standard Dev i a t i on F- Va 1 ue F- P robab i 1i ty Personnel and Managemen t Treatment Group Control Group 76 45 1 19 41.18 41 .69 3 . 82 3.67 1 .08 .792 Human Resource Managemen t Treatment Group Control Group 56 37 91 36.30 36.35 3.24 5.29 2.67 .001 O N 00 Table 6 Comparison of Groups for S i m il a r ity for the Faculty Content Examination: Winter, 1 9 7 5 Source N DF Mean S tandard Dev i a 1 1 on F- Va 1 ue F- Persona1i ty Personnel and Managemen t Treatment Group Control Group ^5 k2 85 kl .09* b l . 93 3.31 2.98 1 .23 .505 Human Resource Management Treatment Group Con t ro1 Group 35 32 65 36.66 36.91 3.30 3.10 1.13 .736 on In summary, six of the eight groups tested came from the same p o p ula tio n , while two groups showed th at they came from d i f f e r e n t populations. Given the findings on the Faculty Content Examination and the Schein Public Opinion Questionnaire I I , in which each p a r t i c i p a n t took each examination in the same s e t t i n g , the assumption was made that the experimental and control groups were eq u iv a lent and came from the same po p ulat io n, with the exception of the two groups. For the purposes of this study, the i n a b i l i t y to randomize was not considered to be a serious l i m i t a t i o n . This assumption is supported by K e rl in g e r ( 1 9 7 3 : 3 ^2 ), who gives some j u s t i f i c a t i o n for nonrandomi za- t i on : The fact must be faced that f r e q u e n t l y in research i t is extremely d i f f i c u l t or impossible to equate groups by random s e le c t io n or random assignment, or by matching. Should one then give up the research? By no means. Every e f f o r t should be made, f i r s t , to se le c t and to a s s i g n a t random. If both of these are not po ssib le, perhaps matching and random assignment can be accomplished. If they are not, an e f f o r t at least to use samples from the same population or to use samples as a l i k e as pos s i b l e . The experimental treatments should be assigned at random. Then the s i m i l a r i t y of the groups should be checked using any information a v a i l a b l e . . . . The equivalence of the groups should be checked using the means and standard de viations of the p re t e s t s : t tests and F tests w i l l do. The d i s t r i b u t i o n s should be checked. Although one cannot have the assurance that ran domization gives, i f these items a l l check one can go ahead with the study knowing that at leas t there is no evidence against the equivalence assump tion . Others who support nonrandomization are Lehmann and Mehrens (1971), and Spence, Underwood, Duncan, and Cotton 7 0 (1968). These w r i t e r s in d ic a te that randomization is an ideal s i t u a t i o n , but that much and perhaps most research in the b i o lo g ic a l and social sciences is based on groups that were not randomly select ed. C o n t r o l Group S e l e c t i o n The control group was estab lish ed for each respec t i v e block by having each student select an o r g a n iz a t i o n a l peer based upon s i m i l a r i t y in the follo wing areas: job t i t l e , p o s i t i o n , r e s p o n s i b i l i t y , time on the jo b, and degree of a u t h o r i t y . Because the study was of a p r e t e s t - pos tt est design, covering the F a l l , 197^, and Winter, 1975, t r i m e s t e r s , the o r g a n iz a t i o n a l peer had to be a v a i l able to take both the pr e te s t and the p o s tt e s t . Students in each block and t h e i r o r g a n iz a t i o n a l peers were given two examinations: a Faculty Content Examination (see Appendix A) and the Schein Public Opinion Questionnaire II (see Appendix B). These tests were administered at the beginning of the t r i m e s t e r and again at the end of each t r i m e s t e r . To be used in the study, the test s had to be complete in every d e t a i l . Those tests that were i ncomplete or lacking in p e r t i n e n t data were not used. The tests were matched ( p r e te s t and p o s tt e s t ) by i n d i v i d u a l ; t h e r e f o r e , i f e i t h e r t est was d i s q u a l i f i e d , both were deemed unusable. In summary, the design of the study was to pr e test and pos tt es t two groups of people (the treatment and the control groups) by using two d i f f e r e n t tests (content and a t t i t u d e ) over a t wo-1 r i me s t e r period of time.. Using the data obtained from this design; the general hypothesis and its subhypotheses were test ed. HYPOTHES I S The general hypothesis s t a t e s , "Through p a r t i c i p a tion in the s i x - b l o c k , twenty-four-month BSAS program, the BSAS students gain in knowledge and a t t i t u d e s at a s i g n i f i c a n t l y higher l e v e l than does a control group." The fo llow in g subhypotheses, stated in the null form, were in ve s t ig a t e d : 1. No d i f f e r e n c e in learning changes e x i s t s at the 5 percent s i g n i f i c a n c e level between the BSAS s t u dents and the control group based upon the fin d in g s of the c o g n it iv e examination given during the Personnel and Management block in the F a l l , 197^, t r i m e s t e r . 2. No d i f f e r e n c e in learning changes e x i s t s at the '5 percent s i g n i f i c a n c e level between the BSAS s t u dents and the control group based upon the findings of the c o g n it iv e examination given during the Personnel and Management block in the Winter, 197 5, t r i m e s t e r . 3. No d i f f e r e n c e in learning changes e x i s t s at the 5 percent s i g n i f i c a n c e level between the BSAS s t u dents and the control group based upon the find ings of the 12 co g n it iv e examination given during the Human Resource Management block in the F a l l , 1 974 , t r i m e s t e r . 4. No d i f f e r e n c e in learning changes e x i s t s at the v-5 percent s i g n i f i c a n c e level between the BSAS stu~ dents and the control group based upon the find ings of the co g n it iv e examination given during the Human Resource Management block in t h e ' W i n t e r , 1975, t r i m e s t e r . 5. No d i f f e r e n c e e x is t s at the ,5 percent s i g n i f i c a n c e level between the BSAS students and the control group with regard to the ten c r i t e r i a areas esta blished by f a c u l t y and students used in the content examination given during the Personnel and Management block in the F a l l , 1974, t r i m e s t e r . 6. No d i f f e r e n c e e x is ts at the 5 percent s i g n i f i c a n c e level between the BSAS students and the control group with regard to the ten c r i t e r i a areas es tablished by f a c u l t y and students used in the content examination given during the Personnel and Management block in the W in ter, 1975, t r i m e s t e r . 7. No d i f f e r e n c e e x is t s at the 5 percent s i g n i f i c a n c e level between the BSAS students and the control group with regard to the ten c r i t e r i a areas establi shed by f a c u l t y and students used in the content examination given during the Human Resource Management block in the F a l l , 1974, t r i m e s t e r . __________________ 73 8. No d i f f e r e n c e ex is ts at the 5 percent s i g n i f i c a n c e level between the BSAS students and the control group with regard to the ten c r i t e r i a areas establ ished by f a c u l t y and students used in the content examination given during the Human Resource Management block in the Winter, 1975, t r i m e s t e r . 9. N o .d i f fe r e n c e in a t t i t u d e s e x is ts at the <5 percent s i g n i f i c a n c e level between the BSAS students and the control group according to the re s u lts of the Schein Public Opinion Questionnaire II given during the Personnel and Management block of the F a l l , 197*1, t r i m e s t e r . 10. No d i f f e r e n c e in a t t i t u d e s e xi st s at the 5 percent s i g n i f i c a n c e level between the BSAS students and the control group according to the re s u l t s of the Schein Public Opinion Questionnaire II given during the Personnel and Management block of the Winter, 1975, t r i m e s t e r . 11. No d i f f e r e n c e in a t t i t u d e s e x is t s at the S percent s i g n i f i c a n c e level between the BSAS students and the control group according to the r e s u lts of the Schein Public Opinion Questionnaire II given during the Human Resource Management block of the F a l l , 197*1, t r i m e s t e r . 12. No d i f f e r e n c e in a t t i t u d e s e xi st s at the 5 percent s i g n i f i c a n c e level between the BSAS students and the control group according to the r e s u lts of the Schein Public Opinion Questionnaire II given during the Human Resource Management block of the Winter, 1975, t r i m e s t e r . _____________________________________ Ik 13* No d i f f e r e n c e e x is ts at the 5 percent s i g n ifi c a n c e level between the BSAS students and the control group with regard to the six c l u s t e r s of the Schein Public Opinion Questionnaire I I administered during the Personnel and Management block of the F a l l , 197^, t r i m e s t e r . 14. No d i f f e r e n c e e x i s t s at the 5 percent s i g n i f i c a n c e level between the BSAS students and the control group with regard to the six c l u s t e r s of the Schein Public Opinion Questionnaire M administered during the Personnel and Management block of the Winter, 1975, t r i m e s t e r . 15. No d i f f e r e n c e ex is ts at the ,5 percent s i g n i f i c a n c e level between the BSAS students and the control group with regard to the six c l u s t e r s of the Schein Public Opinion Questionnaire II administered during the Human Resource Management block of the F a l l , 197^, t r i m e s t e r . 16. No d i f f e r e n c e e x is t s at the 5 percent s i g n i f i c a n c e level between the BSAS students and the control group with regard to the six c lu s t e r s of the Schein Public Opinion Questionnaire II administered during the Human Resource Management block of the Win ter, 1975, t r i m e s t e r . DEVELOPMENT OF CRITERIA AND TEST INSTRUMENTS As the Bachelor of Science in A d m in is t ra tiv e Science (BSAS) program was conceived, developed, and implemented, the goals and o b j e c t i v e s were general in 75 nature and dealt mainly with s k i l l s , knowledge, and a t t i tudes. This section discusses the development of the study c r i t e r i a and te st instruments as well as test r e l i a b i l i t y and content v a l i d i t y . Development of C r i t e r i a Before any research could be i n i t i a t e d , c l e a r e r o b j e c t i v e s had to be estab lish ed for the two blocks that made up this study. The design of the research was to have f a c u l t y and students determine the o b j e c t i v e s of the two blocks used in the study. The f i r s t step was to exam ine the course d es crip tio n s in the 197^ Pepperdine U n iv e r s i t y catalog for the courses Human R e la tio n s , Managerial Psychology, and Independent Directed Studies (the Human Resource Management block) as well as for the courses P r i n c i p l e s of Management, Personnel A d m i n i s t r a t i o n , and Independent Directed Studies (the Personnel and Management b l o c k ) . The course d e s c r i p t i o n s , accompanied by a l e t t e r of i n s t r u c t i o n (see Appendix C ) , were sent to the f u l l - t i m e undergraduate teaching f a c u l t y , which numbered twenty-one, and to each student c u r r e n t l y r e g is te re d in the two respec t i v e blocks, t o t a l l i n g 167• This mailing was done during the Spring, 197^, t r i m e s t e r . The f a c u l t y and students were asked to st a t e the goals and o b je c t iv e s they f e l t should be accomplished in each of the two selected blocks. _________________________________________________________________________________1 A A n e a r - t o t a l response was obtained from this request. Three i t e r a t i o n s of the Delphi technique were required to combine and to reduce tile combined goals and ob je c t iv e s to ten for each separate block. Development of Content Examination Another fea t u r e of the research design was to have the f a c u l t y members construct one of the t e s t instruments to be used in te s t in g the general hypothesis and the sub hypotheses . U t i l i z i n g the ten obtained goals and o b j e c tives as c r i t e r i a for each block, two independent f a c u l t y groups consistin g of three members from the behavioral f a c u l t y (the Human Resource Management block) and three members from the o rg a n iz a t i o n a l f a c u l t y (the Personnel and Management block) were selected to serve as independent judges. The purpose of each group was to construct a cog n i t i v e examination that could be used to measure the depen dent var ia b le s on a p r e t e s t - p o s t t e s t basis to determine i f any changes in knowledge had taken place in the treatment and control groups of each block. The independent judges were given both the broad cat egories and the more s p e c i f i c statements for each of the goals and o b j e c t i v e s to be used as c r i t e r i a . This action was taken to help give proper a t t e n t i o n and weight to each test item to be used on the examinations. Each item used was assumed to have adequate relevance to one of the content foci being measured. _______________________________ IX The c o g nit iv e examinations were developed by the f a c u l t y members around the ten content foci points as es tab lish ed by the f a c u l t y and students. These content points for the Human Resource Management block were as follow s: 1) to gain a b e t t e r understanding of o th er s; 2) to improve one's understanding of the psychological aspects a f f e c t i n g individu al behavior; 3) to gain an increased s e l f awareness; b) to recognize one's own p e r s o n a l i t y and its e f f e c t on the environment around him; 5) to understand the psychological basis of e f f e c t i v e management with special emphasis on m o tiv a ti on, p r o d u c t i v i t y , and morale; 6) to improve one's understanding of how to build an e f f e c t i v e communication system; 7) to gain an increased a b i l i t y to assess personal strengths and weaknesses; 8) to increase knowledge of l i s t e n i n g and communication; 9) to understand how to pr e d i c t human behavior through the use of concep tual to ol s; and 10) to gain a b e t t e r understanding of group processes. For the Personnel and Management block, the con tent points were as follo ws: 1) to develop a b e t t e r understanding of management s t y l e s ; 2) to gain knowledge of how to i n te g r a te and u t i l i z e personnel in an o r g a n i z a tio n ; 3) to develop methods for dealing with management problems; b) to improve understanding of the systems approach to management; 5) to improve e f f e c t i v e personnel ________________________________________________________________________________ Z8 management methods; 6) to develop a b e t t e r understanding of the use of communications to solve problems; 7) to under stand problems of people w it h in the o r g a n iz a t i o n ; 8) to learn how to recognize personnel problems; and 10) to understand the decision-making functions of management. Test R e l i a b i l i t y and Content V a l i d i t y The two content tests developed by the f a c u l t y were not e q u iv a le n t forms examinations, nor was'the s p l i t - halves method as stated by Isaac and Michaels (1971) and by Turney and Robb (1971) used. R e l i a b i l i t y for the con tent examination was est ab li sh ed by the t e s t - r e t e s t method by c o r r e l a t i n g the scores on the same te st given at two d i f f e r e n t times. A period of approximately four months separated the pr e t e s t from the p o s t t e s t . The d iff e r e n c e s among the groups indicated that r e l i a b i l i t y was implied in this study. The Faculty Content Examination for the Personnel and Management block covering the F a l l , 197^, and Winter, 1 9 7 5 , t rim ester s showed a high average c o r r e l a t i o n of .939 from the p r etest to the p o s t t e s t ; the control group, which had very l i t t l e v a r i a t i o n in scores, had a low c o r r e l a t i o n averaging .176. The content examination for the Human Resource Management block for the same period of time had an average c o r r e l a t i o n of .967 for the two t r i m e s t e r s , and the control group averaged a c o r r e l a t i o n of . Q4*t. 79 In the case of the Schein Public Opinion Question na ire I I , the two treatment groups had very ftigh c o r r e l a tions for the two t r i m e s t e r s , while the control groups had very low c o r r e l a t i o n s for the same period. Tables 7, 3, arid 9 show the c o r r e l a t i o n s between the pre t e s t and the p o s tt e s t for each treatment and control group during the two trim e s t e r s used in the study: F a l l , 197'**, and Win ter, 1975. R e l i a b i l i t y indicates consistency between measure ments in a s e r i e s . Tables 7, 8, and 9 r e f l e c t this c o n s is tency among the groups. The treatment groups had a g r e a t e r variance and spread of scores, r e s u l t i n g in a higher c o r r e l a t i o n , while the control groups had a lesser variance and a smaller spread of scores and, hence, a lower c o r r e l a tion f i g u r e . Content v a l i d i t y was considered acceptable because the f a c u l t y members used portions of t h e i r own previous examinations to match content areas which were used as c r i t e r i a . Through p r i o r te s t a d m i n i s tr a t i o n s the less r e l i a b l e questions had been e lim in a te d from the examina t io n s . Because one of the questions in the study addressed i t s e l f to the impact of the program on the p a r t i c i p a n t ' s a t t i t u d e toward the world of business and ind us try, the Schein Public Opinion Questionnaire II was used. A t t it u d e s were surveyed with this o b j e c t i v e q u e st io nn a ire which 80 Table 7 C o r r e l a t io n Between Pretest and Postt est for the Schein Public Opinion Questionnaire 11 Source C o rr e l a t i on Average Correla t i on Treatment G r o u p - - F a l l , 197^ Personnel and Management Human Resource Management .931 .984 .958 Control G r o u p - - F a l l , 1974 Personnel and Management .111 . 094 Human Resource Management .077 Treatment Group- - W i n t e r , 1975 Personnel and Management . 9 8 6 .953 Human Resource Management . 920 Control Group- - W i n t e r , 1975 Personnel and Management .235 . 1 20 Human Resource Management . 005 81 Table 8 C o r r e l a t io n Between Pretest and Postt est for the Faculty Content Examination (Personnel and Management) Source C o rr e l a t io n Average Cor re 1 a t i on Treatment Group F a l l , 197^ Win ter, 1975 .979 .899 .939 Control Group F a l l , 1974 W in ter, 1975 . 240 .112 . 1 76 Table 9 C o r r e l a t io n Between Pr etest and Po sttest for the Faculty Content Examination (Human Resource Management) Source Correla t i 0 n Average C o r r e l a t io n Treatment Group F a l l , 1974 W in ter, 19 75 • 987 • 94 6 .967 Control Group F a l l , 1974 Winter , 1975 .063 .92 5 .044 82 consists of 100 b e l i e f or value statements, each of which may be answered by " s t r o n g l y agree," "m il d ly ag ree ," " m il d l y d i s a g r e e ," or " s t r o n g l y d i s a g r e e ." I terns in the test were based around the fol lowing content f o c i : 1) government-busi ness r e l a t i o n s , 2) 1 a b'or-managemen t r e l a tio n s , 3) areas of corporate r e s p o n s i b i l i t y , k) s u p e r io r - subordinate r e l a t i o n s , 3) theory of how to organize and manage, 6) general cy n ic ism -id e al ism about a l l aspects of business, 7) cyn ic ism -id e a l ism about how to rise in organ i z a t i o n s , 8) f a i t h or confidence in workers, 9) a t t i t u d e s toward ind iv idual versus group incentives and dec isio ns , and 10) large versus small businesses. As in the Faculty Content Examinations, the Schein Public Opinion Questionnaire II was not a v a i l a b l e in e q u iv a le n t forms, nor as a s p l i t - h a l v e s method. The r e l i a b i l i t y c o e f f i c i e n t s of the Schein Public Opinion Questionnaire II were not a v a i l a b l e ; however, Oppenheim (1966) ind icates that the r e l i a b i l i t y of a L i k e r t type of scale or a Summated Rating Scale such as that used in the Schein Public Opinion Questionnaire II tends to be g e n e r a ll y good, because the great range of answers p e r mitted to respondents is often higher than that permitted by other scales such as the Thurstone scale. Oppenheim states that a r e l i a b i l i t y c o e f f i c i e n t of .<35 is often achieved. 8 1 Table 7 shows that the c o r r e l a t i o n between the pretest and the po stte st is co n s is te n t in tfie treatment groups and the control groups, which supports a r e l i a b i l i t y c o e f f i c i e n t as explained by Oppenheim. DATA COLLECTION, PROCESSING, AND ANALYSIS Data for the study were c o l l e c t e d during the f i r s t week (and in a few cases during the second week) of each tr i m e s t e r by giving a p r e te s t con sis tin g of the Schein Public Opinion Questionnaire II and the Faculty Content Examination to each student. During the la s t week of the t r i m e s t e r , the students were given the p o s tt e s t of each examination. Data were c o l l e c t e d during the F a l l , 197^, and Winter, 1975, t r i m e s t e r s . Table 1 shows the number of people tested and the number of matched pairs used in the study. Each f a c u l t y member was provided with copies of the examinations for each student to complete. Each s t u dent was given an ad d it io n a l copy of the examination to be used by his o r g a n iz a t i o n a l peer. Various colors were used to d i f f e r e n t i a t e between the treatment group and the control group and between the Human Resource Management block and the Personnel and Management block. The f i r s t page of the treatment group's 8A form was yel lo w, and i t requested the foll ow ing informa tion: name, social se c u r it y number, employer, loc at io n of class, block c u r r e n t l y a t t e n d i n g , the current t r i m e s t e r , and the blocks or sections that the student had completed to date. The f i r s t page of the control group's form was golden rod in color and asked for name, business telephone number and ext ension, and the name of the student who had selected the p a r t i c i p a n t as an o rg a n iz a t i o n a l peer. The second part of the examination, covering the next six pages and printed on green paper, was the Schein Public Opinion Questionnaire I I , co nsisting of 100 ques tions. The th ir d part of the examination for the Human Resource Management block was the c o g n it iv e or Faculty Content Examination po r t io n . It covered the next twelve pages, was prin ted on pink paper, and consisted of n i n e t y - f i v e questions. The t h ir d portion of the Faculty Content Examination for the Personnel and Management block was printed on buff paper, consisted of ninety questions, and covered the remaining nine pages. Key punch cards were prepared at the Pepperd i ne U n iv e r s it y computer cen ter. The amount of data c o l l e c t e d required four cards per subject for each te st a d m i n i s t r a t io n . Students (the treatment group) were l i s t e d by t h e i r social s e c u r it y numbers. The control group (the _________________________________________________________________________________&5 nonstudents) was l i s t e d by a f o u r - d i g i t number. The f i r s t two d i g i t s consisted of the class section number, while the remaining two d i g i t s represented the ordinal number on the class roster for the student who had requested the i n d i v i d u a l ' s p a r t i c i p a t i o n . The analysis was performed on the Claremont Dec-10 computer by using the S t a t i s t i c a l Package for the Social Sciences (Nie, Bent, and H u l l , 1970). The c r i t e r i a used to determine whether change had occurred on the bases of both a t t i t u d e and knowledge were based on r e p l i c a t i o n and s i g n i f i c a n c e . The f i r s t c r i t e r i o n was the raw score of the p r e test and the po stte st that were matched by i n d i v i d u a l . Changes were considered p o t e n t i a l l y r e l i a b l e only i f the group (treatment or con tr o l) in the Human Resource Manage ment and the Personnel Management blocks moved in one d i r e c t i o n or the othe r. The second c r i t e r i o n was a t - t e s t run w i t h i n each group (treatment and c o n t r o l ) , using each person's o r i g i n a l and f i n a l raw score. Change was considered r e l i a b l e i f each group in the Human Resource Management and Personnel and Management blocks reached the .05 level of s i g n i f i cance ( t w o - t a i l e d ) or b e t t e r according to Table IX found in Walker and Lev (1953)* The convenient formula used for the second c r i t erio n was the regular t - t e s t for dependent samples and 86 uncorrelated means as shown by Walker and Lev (1953) as f o' 1 1 ows : The t h i r d c r i t e r i o n was a comparison of each treatment group with its res pe ct ive control group by use of the t - t e s t to see i f the change between groups was s i g n i f i c a n t at the .05 l e v e l . The fo ll o w in g convenient com pu tatio nal formula for t , as suggested by Walker and Lev (1953) , was used: <*A ' V ' ( *C - *D> While and Xg represent the mean of the p r e t e s t and p o s tt est for the treatment group and X ^ and X ^ r e p r e sent the mean for the control group, when used in the formula they compare the two groups for s i g n i f i c a n c e . 87 An expla nat ion of the t - t e s t , or student t , used in c r i t e r i a 2 and 3 is that i t measures the s i g n i f i c a n c e of the d i f f e r e n c e between the means of the treatment and the control groups, taking into acount both the p re t e s t and the pos t t e s t . Further ana lysis was done on each of the Faculty Content Examinations and the Schein Public Opinion Ques t i o n n a i r e I I . Each of the three tests was analyzed by the content areas used to construct the examinations. Six c lu ster s made up the Schein Public Opinion Questionnaire I I , while ten c lu st er s each made up the two d i f f e r e n t Faculty Content Examinations. Each c l u s t e r was measured by using the second c r i t e r i o n as p r ev io us ly s t a te d . A t - t e s t was run w i t h i n each group, using each person's o r i g i n a l and f i n a l scale score as measured at the . 0 5 s i g n i f i c a n c e l e v e l , as shown in Table IX of Walker and Lev (1953). SUMMARY This chapter o u t l i n e s the procedures used in this study. The problem of the study was s t a t e d , with an empha sis that the study was lim i te d to two blocks of the total six in the BSAS program. The design selected for the study was the nonrandomized control group p re t e s t and po st t e s t . Using the Delphi technique, goals and ob je c tiv e s 88 were developed by the teaching f a c u l t y and the c u r r e n t l y en rolled students. These goals and o b j e c t i v e s were then used as c r i t e r i a for the f a c u l t y .as judges to develop t wo content examinations to be used along with an a t t i t u d e examination (Schein Public Opinion Questionnaire I I ) to measure change w it h in each student and between treatment and control groups. The three s p e c i f i c c r i t e r i a used to determine if change had occurred in a t t i t u d e s and knowledge were di s - j cussed and considered. Data col 1ect i on , process i ng , and ana lysis were then described for the study. The res ul ts of the study are shown in the fo llo wing chapter on f i n d ings. 89 Chapter k F I ND I'NGS AND D I SCUSS I ON The i nte nt of this study was to conduct an e v a l u ation of the Pepperdine U n i v e r s i t y BSAS program by using c r i t e r i a selected from the goals and o b j e c t i v e s e s t a b lished by f a c u l t y and students. A secondary in te n t was to measure changes in knowledge and a t t i t u d e s . More s p e c i f i c purposes of the study were f o u r fold : 1. To determine how well the program accomplishes the goals and o b j e c t i v e s set f o r t h by the f a c u l t y and s t u dents by measuring the content areas of those goals and o b j ectives for the two r es pe ct ive blocks used in the study. 2. To provide data regarding the changes in knowledge and a t t i t u d e s as measured by the Faculty Content examinations and the Schein Public Opinion Questionnaire I I . 3. To provide information regarding the content of the Personnel and Management and the Human Resource Manage ment blocks used in the study based upon the content areas of the examination constructed by the f a c u l t y . k. To develop an ev a lu a ti o n model that can be used in s i m i l a r stu di es . 90 The questions to be answered by the study were the f o 1 1owin g : T . A f t e r having been exposed to the s p e c i f i c BSAS courses, f a c u l t y , and teach.ing methods, do the people in the program d i f f e r in a s i g n i f i c a n t manner from t h e i r p r e vious status? 2. Does the change which has been i d e n t i f i e d appear to have been produced by the program-- that is, by the f a c u l t y and the curriculum? 3. Does the program as i t is now f u nc tio ning accomplish the goals and o b j e c t i v e s put f o r th by the s t u dents and faculty ? 4. Is the model used to evaluate this program s u i t a b l e to be used in other programs? 5 . What is the impact of the program on the p a r t i c i p a n t s ' a t t i t u d e s toward the world of business and i ndustry? The general hypothesis was stated as fo llo ws: Through p a r t i c i p a t i o n in the s i x - b l o c k , twenty- four-month BSAS program, the BSAS students gain in knowledge and a t t i t u d e s at a s i g n i f i c a n t l y higher level than does a control group. This hypothesis was f u r t h e r broken down into sixteen subhypotheses. Hypotheses 1 through 4 tested the hypotheses of no d i f f e r e n c e in learning for s p e c i f i c subgroups from the p r e t e s t to po s tt est on the c o g n it iv e examinations constructed ______________________________________________ ax by the f a c u l t y . Hypotheses 5 through 8 tested the hypoth eses of no d i f f e r e n c e between the means for s p e c i f i c sub groups from the pre t e s t to p o s tt e s t on the ten c r i t e r i a of the c o g n it iv e examinations constructed by the f a c u l t y . Hypotheses 9 through 12 tested the hypotheses of no d i f f e r e n c e in a t t i t u d e s for s p e c i f i c subgroups from the p r e t e s t to pos tt es t on the Schein Public Opinion Question naire I I . Hypotheses 13 through 16 tested the hypotheses of no d i f f e r e n c e between the means fo r s p e c i f i c subgroups from the pre t e s t to p o s tt e s t on the six cl u st er s of the Schein Public Opinion Questionnaire I I . F IND INGS Each of the sixteen subhypotheses is discussed in t h is section in r e l a t i o n to the fin d in g s of the study. Tables are included where a p p ro p r ia te for c l a r i f i c a t i o n of the fin d in g s . Hypothesis 1 Hypothesis 1 states that no d i f f e r e n c e in learning changes e x ists at the .5 percent s i g n i f i c a n c e level between the BSAS students and the control group based upon the findings of the c o g n it iv e examination given during the Personnel and Management block in the F a l l , 197^, t r i m e s t e r . Tables 10, 11, and 12 show the s t a t i s t i c s for this hypothes i s . ________________________________________________________________________________ 3 2 Table 10 Mean Score, Standard D e v i a t i o n , T Value, and Tw o-T ail ed P r o b a b i l i t y W i t h i n Treatment Group (Personnel and Management- - Fa 1 1 ' , 197*0 N Standard Mean Deviation DF Two - Ta i t Value Probabi 1 ed 1 i t y Pretest 51 Post test 51 54.90 5.50 67.39 7.72 50 -3 4 .5 8 .01 Table 1 1 Mean Score, Standard D e v ia ti o n , T Value, and Two-Tailed P r o b a b i l i t y Within Control Group (Personnel and Managemen t - - F a 1 1 , 197*+) N Standard Mean Deviation DF Two - Ta i led t Value P r o b a b i l i t y P re te st 29 Pos t tes t 29 58.41 7.20 58.97 7.12 28 - . 0 2 4 .81 Table 1 2 Comparison of Treatment and for Mean Score, Standard T Value, and Two-Tailed (Personnel and Management- Con t rol Groups D e v ia ti o n , Probabi 1 i ty - Fa 1 1 , 1974 ) N Standard Mean Deviation DF Two-Ta i t Value Probabi 1 e d 1 i ty Treatment 51 Control 29 12.49 2.58 .55 12.22 78 6.75 . 0 1 93 Hypothesis 1 was r ej ec ted for the treatment group, accepted for the control group, and accepted for the com parison between the treatment and control groups. Hypothesis 2 Hypothesis 2 states that no d i f f e r e n c e e x i s t s at the 5 percent s i g n i f i c a n c e level between the treatment and control groups for the Faculty Content Examination for the Personnel and Management block in Winter, 1975. Tables 13, 14, and 15 show the s t a t i s t i c s for Hypothesis 2. Hypothesis 2 was rej ec ted for the treatment group, accepted for the control group, and accepted for the com parison between the treatment and control groups. Hypothesis 3 Hypothesis 3 states that no d i f f e r e n c e e x i s t s in learning changes at the 5 percent s i g n i f i c a n c e level between the treatment and control groups for the Faculty Content Examination for the Human Resource Management block in F a l l , 197^- Tables 16, 17, and 18 show the s t a t i s t i c s fo r Hypothesis 3- Hypothesis 3 was re j e c t e d for the treatment group, accepted fo r the control group, and accepted for the com parison between the treatment and control groups. Hypothesis 4 Hypothesis 4 states that no d i f f e r e n c e e x is ts in 94 Table 13 Mean Score, Standard D e v i a t i o n , T Va lue , and T w o-T ail ed P r o b a b i l i t y W i t h i n Tre at me nt Group (Personnel and Management--Winter , 1975) N Mean Standard Deviation DF t Value Two-Ta i led Probab i 1 i ty Pretest Posttest * * bb 6 2.11 6b . 25 5.52 8.77 b3 - 3 . 1 * .003 Table 1* Mean Score, Standard D e v ia ti o n , T Value, and Two-Tailed P r o b a b i l i t y Within Control Group (Personnel and Management-- W i n t e r , 1975) N Mean Standard Deviation DF t Value Two-Ta i 1ed P rob a b i 1 i ty Pretest Pos t te s t 3 5 35 39. 26 *0. 0 6 3.07 *. 13 3 b i o .337 Table 15 Comparison of Treatment and Control Groups for Mean Score, Standard D e v ia tio n , T Value, and Two-Tailed P r o b a b i l i t y (Personnel and Management- - Winter , 1975) N Mean S tanda rd Deviation DF Two-Ta i 1ed t Value P r o b a b i l i t y T reatment bb 2 . 1 * *.51 77 1.26 .208 Control 35 00 o * . 8 6 95 Table 16 Mean Score, Standard D e v i a t i o n , T Value, and Two-Ta i l e d P r o b a b i l i t y W i t h i n Treatment Group (Human Resource M a n a g e m e n t- - F a ll , 197*0 N Mean Standard Deviation DF t Va1ue Two-T a i le d Probabi 1 i ty Pretest Pos t te s t 51 51 56.47 58.25 6.43 7 . 82 50 -7.11 .001 Table 17 Mean Score, Standard D e v ia ti o n , T Value, and Two-Tailed P r o b a b i l i t y Within Control Group (Human Resource Management- - Fa 1 1 , 197*0 N Mean Standard Deviation DF t Value Two-T a i l e d Probabi 1 i ty Pret es t 37 Posttest 37 50. 49 50.84 7.97 8.88 36 1 0 .863 Tab 1 e 1 8 Comparison of Treatment and for Mean Score, Standard T Value, and Two-Tailed (Human Resource Management Control Groups D e via ti on , Probabi 1 i ty - - Fa 1 1 , 1974) N Mean Standard Deviation DF t Value Two - Ta i Probabi 1 e d 1 i ty Treatment 51 Control 3 7 1 .78 .35 1 .79 12.3 86 0 . 8 2 3 . 581 96 learning changes at the 5 percent s i g n i f i c a n c e level between the treatment and control groups for the Faculty Content Examination for the Human Resource Management block in Winter, 1975. Tables 19, 20, and 21 show the s t a t i s t i c s for Hypothesis k. Hypothesis ^ was rej ec te d for the treatment group, accepted for the control group, and accepted for the com parison between the treatment and control groups. Hypotheses 5 and 6 The findings of the next two hypotheses, numbers 5 and 6, deal with the ten content areas used by the f a c u l t y to construct the c o g n it iv e examination f o r Per sonnel and Management. The ten areas are as fo ll o w s: 1) to develop a b e t t e r understanding of management s t y l e s ; 2) to gain knowledge of how to i n t e g r a t e and u t i l i z e p e r sonnel in an o r g a n i z a t i o n ; 3) to develop methods for d e a l ing with management problems; *f) to improve understanding of the systems approach to management; 5) to improve e f f e c t i v e personnel management methods; 6) to develop a b e t t e r understanding of the use of co mm un ications to solve problems; 7) to understand problems of people w i t h i n the o r g a n i z a t i o n ; 8) to learn basic management concepts and fu nc tio ns; 9) to learn how to recognize personnel prob lems; and 10) to understand the decision-making functions of management. 97 Ta b 1e 19 Mean Score, Standard D e v i a t i o n , T Value, and Tw o-T ail ed P r o b a b i l i t y W i t h i n Treatment Group (Human Resource Management- - W i n t e r , 1975) N Mean Standard Deviation DF t Value Two-T a i P roba b i 1 ed 1 i ty Pretes t Po s 11es t 35 35 57. 3^ 58 . 80 5.74 3.31 34 -2 .00 .05 Table 20 Mean Two (H Score, Standard D e v ia ti o n , T Value, and - T a i l e d P r o b a b i l i t y Within Control Group uman Resource Management--Winter, 1975) N Mean Standard Deviation DF t Value Two-T a i le d Probabi 1 i ty Pretest Posttest 31 31 54. 29 54. 35 3.29 3.55 30 - 0 .0 3 .979 Table 21 Comparison of Treatment and for Mean Score, Standard T Value, and Two-Tailed (Human Resource Management- Control Groups De v ia ti o n , Probabi 1 i ty - W i n t e r , 1975) N Mean Standard Deviation DF t Value Two-T a i Probabi 1 e d 1 i ty Trea tmen t Control 35 31 1 .46 . 06 4.31 13.49 64 .579 . 572 98 Hypot hes i s 5 • Hypothesis 5 states that no d i f ference e x i s t s at the 5 percent s i g n i f i c a n c e level between the treatment and control groups w i t h ' r e g a r d to the ten c r i t e r i a areas e s ta bl is he d by f a c u l t y and students which were used in the content examination during the Personnel and Management block in F a l l , 197^* Tables 22, 2 3 , and 2k show the data for the treatment group, the control group, and the comparison of the treatment and control groups. Hypothesis 5 was rej ect ed w it h in the treatment group by c r i t e r i a 1, 3, k , 5, 6 , 7, 8, 9, and TO. It was accepted by C r i t e r i o n 2. In the control group the hypoth esis was accepted by a l l ten of the c r i t e r i a . In the comparison of the treatment and control groups, the hypothesis was rej ec te d by c r i t e r i a 1, 5, 6 , 8 , and 9* It was accepted by c r i t e r i a 2, 3, ^ , 7, and 10. Hypothesis 6 . Hypothesis 6 st ates that no d i f ference e x ists at the 5 percent s i g n i f i c a n c e level between the treatment and control groups with regard to the ten c r i t e r i a areas est ab li sh ed by f a c u l t y and students which were used in the content examination during the Personnel and Management block in W in te r , 1975* Tables 25, 26, and 2 7 show the data for the treatment group, the control group, and the comparison of the treatment and con t r o 1 g roups. D O I Table 22 C r i t e r i a Analysis of Mean Score, Standard D e viat io n, T Value, and Two-Tailed P r o b a b i l i t y Within Treatment Group (Personnel and Management--Fa 11 , 197*0 1 2 3 k 5 6 7 8 Q 1 0 Mean Pretest 7-33 6.39 3.00 5.04 6.84 6.98 5-71 6.35 5-96 4.31 Posttest 8.53 6.88 3-57 6.06 8.27 8.25 6.18 7-15 6 .49 4.94 Standard Deviation Pretest 1 .67 1 .20 1 .08 1 .54 1 .50 1 .30 1.19 1 .20 1 .30 1.16 Post tes t 1 .78 1 . 54 0.02 1 .24 1 -36 1 .26 1.13 1.10 1 .01 0.95 t Value -3.44 -1 .84 -3.09 -3.39 -5.01 -4.82 -2.37 -3.21 -2.10 C M O i Two-Ta iled Probabi1i ty .001 .072 .003 .001 .001 .001 .022 .002 .041 .00 N = 29 DF = 28 Table 23 C r i t e r i a Analysis of and Two-T ailed (Personnel Mean Score, Standard Deviation, T Probability Within Control Group and Management- - Fa 1 1, 1974) Value, 1 2 3 4 5 6 7 8 9 1 0 Mean P retest 7 . 2 1 6.03 3 . 1 0 5.07 6 . 8 6 7.17 6.03 6.24 6.24 3 . 8 6 Pos t tes t 7 . 1 0 6 . 2 8 3 . 2 8 5.24 6 . 6 2 7.03 6 . 2 1 6.17 5.79 4.38 S tanda rd Devi at i on Pretes t 1.95 1.55 1 . 2 1 1.16 1 . 3 8 1.34- 1 . 3 8 1 .41 0.91 1 .48 Pos t te s t 1.95 1.49 1 . 1 0 1 .64 1 .40 1 . 3 8 1 .05 1.14 1 .29 1 .29 t Value 0.22 -0.69 -0.56 -0.43 O. 5 8 0.40 - 0 . 5 0 0.18 1 .42 -1 .18 Two-T ailed Probab i 1i ty .829 .496 .583 .670 .567 .691 .620 .858 . 167 .250 cn C M II | i 101 DF = 28 Table 2 4 C r ite ria Analysis: Comparison of Treatment and Control Groups for Mean Score, Standard Deviation, T Value, and Two-Tailed Probability (Personnel and Management- - Fa 11 , 197*0 1 2 3 *4 5 6 7 8 9 1 0 Mean T reatment 1 .20 .*+90 • 569 1 .02 1 .*43 1 .27 .471 .804 .529 .628 Control -.10 .241 .172 .172 -.24 -.14 .172 .069 .448 • 517 Standard Deviation Treatment 2 . A 8 1.90 1 .32 2.15 2 . 04 1 .89 1 .42 1 .79 1 .80 1 .48 Control 2.55 1 .88 1 .67 2.16 2.25 1.85 1 .85 2.05 1 .70 2.37 t Value 2.23 .565 1.17 1 .69 3 .40 3.24 .81 1 .99 2.38 . 2 5 6 Two-Ta i led Probabi 1i ty .027 .581 .2*43 .09 .001 .002 .572 .047 .019 .794 T reatment N = 51 Control N = 29 DF = 78 1 03 Table 25 C r i t e r i a Analysis of Mean Score, Standard De v ia tio n, T Value, and Two-Tailed P r o b a b i l i t y Within Treatment Group (Personnel and Management- - W i n t e r , 1975) 1 2 3 4 5 6 7 8 9 10 Mean Pretest 8.43 6.30 3.30 5.55 7.16 7.45 6.02 6 . 3 0 6.27 4.52 Pos t tes t 8.43 6.89 3.39 5.41 7.64 8.00 6.50 6.27 6.27 4 .39 S tanda rd Deviation Pretest 1 .63 1 .25 1.11 1 .02 1.12 1 .27 1.15 1 . 34 .97 .98 Pos t tes t 2.08 1 .35 1 .08 1 .40 1 .33 1 .49 1 .25 1 .42 1 .09 1.15 t Value 0.01 -2.28 -0.42 0.53 -1.84 -2.01 “2.05 0.07 0.00 0.62 Two-Ta i 1ed Probabi1i ty 1 .00 0.027 .675 .596 .072 0.05 .047 .944 1 .00 0.53! N = 44 DF = 43 *70 t Table 26 C r i t e r i a Analysis of Mean Score, Standard Deviat io n, T Value, and Two-Tailed P r o b a b i l i t y Within Control Group (Personnel and Management--Winter, 1975) 1 2 3 4 5 6 7 8 9 10 Mean Pretest 6.1 4 3.06 3.06 1 .97 5.86 5.51 3.51 3 . 06 4.49 2 .63 Pos t tes t 6.20 3.26 3.43 1 .71 6.03 5.20 3.69 3 .26 4.54 2.89 Standard Deviation Pretest 1 .24 1.19 .97 1.15 1 .26 .95 1 .22 1 .39 1 .07 1 .09 Posttest 1 .26 1.17 .85 .83 1.18 1 .02 1 .02 1 .60 1 .31 .99 t Value -0.19 -0.73 -1 .53 1 .07 -0.67 1 .57 -0.63 -0.50 -0.18 -1.22 Two-Ta i 1ed Probabi1i ty .849 .471 .135 .292 .510 .125 .530 .618 .860 .230 N = 35 S 0 I Table 2 7 C r i t e r i a An aly s is : Comparison of Treatment and Control Groups f o r Mean Score, Standard Deviatio n, T Value, and Two-Tailed P r o b a b i l i t y (Personnel and Management- - V I i n t e r , 1975) 1 2 3 4 5 6 7 8 9 10 Mean Treatment 0 .591 .091 .136 .477 .545 .477 - .023 0 -.136 Control .057 .200 .371 .257 . 171 -.314 .171 . 200 .057 .257 Standard Dev i at i on Treatment 3-31 1 .72 1 .43 1 . 6 9 1 .72 1 .80 1 -55 2.14 1 .46 1 .46 Control 1 .77 1 .62 1 .44 1 .42 1 .52 1.18 1 .60 2.35 1 .91 1 .25 t Value - .092 1 .03 -.865 .338 .826 2.44 .860 -.44 -.15 -1 .27 Two-Ta iled Probabi1i ty .924 .307 .605 .736 . 584 1 .62 .603 .67 .875 .205 Treatment N = 44 Control N = 35 DF = 77 Hypothesis 6 was accepted by a l l ttie c r i t e r i a in the treatment group; it was also accepted by a ll the c r i t e r i a in the control group and in the comparison of the treatment and control groups. Hypotheses 7 and 8 The findings of the next two hypotheses, numbers 7 and 8, deal with the ten content areas used by the f a c u l t y to construct the c o g n it iv e examination fo r Human Resource Management, The ten areas are as fo llo ws: 1) to gain a b e t t e r understanding of others; 2) to improve one's understanding of the psychological aspects a f f e c t i n g indiv idual behavior; 3) to gain an increased s e l f aware ness; 4) to recognize one's own p e r s o n a l i t y and its e f f e c t on the environment around him; 5) to understand the psy chological basis of e f f e c t i v e management with special emphasis on m o t iv a t i o n , p r o d u c t i v i t y , and morale; 6) to improve one's understanding of how to build an e f f e c t i v e communication system; 7) to gain an increased a b i l i t y to assess personal strengths and weaknesses; 8) to increase one's knowledge of l i s t e n i n g and communicating; 9) to understand how to pr e d ic t human behavior through the use of conceptual tool s; and 10) to gain a b e t t e r understanding of group processes. Hypothesis 7 . Hypothesis 7 states that no d i f ference exi st s at the 5 percent s i g n i f i c a n c e level 1 06 between the treatment and control groups with regard to the ten c r i t e r i a areas estab lish ed by f a c ili ty and students which were used in the content examination given during the Human Resource Management block in F a l l , 197^* Tables 28, 2 9 , and 30 show the data fo r the treatment group, the control group, and the comparison of the treatment and control g roup s . Hypothesis 7 was accepted by a l l ten of the c r i t e r i a in the treatment group; i t was also accepted by a l l the c r i t e r i a in the control group and in the comparison of the treatment and control groups. Hypothesis 8 . Hypothesis 8 states that no d i f ference exis t s at the 5 percent s i g n i f i c a n c e level between the treatm ent and control groups with regard to the ten c r i t e r i a areas es ta b lis h e d by f a c u l t y and students which were used in the content examination given during the Human Resource Management block in W in te r, 1975* Tables 31, 32, and 33 show the data for the treatment group, the control group, and the comparison of the treatment and control groups. Hypothesis 8 was rej ec te d by' C r i t e r i o n 9 and accepted by c r i t e r i a 1, 2, 3, 5, 7, 8, and 10 in the treatment group. In the control group the hypothesis was accepted by a l l ten of the c r i t e r i a . In the compari son of the treatment and control groups, the hypothesis was accepted by c r i t e r i a 1, 2, 3, 5 > 6, 7, 8, and 10 1 07 1 08 Table 28 C r i t e r i a A n a ly s is of Mean Score, Standard D e v ia t io n , T Value, and Two-Tailed P r o b a b i l i t y W ith in Treatment Group (Human Resource Managernent- - Fa 11 , 197*0 1 2 3 4 5 6 7 8 9 10 Mean Pretest 5.84 6.25 . 2.45 3.76 7.27 6.90 3.76 8.45 4.98 6.55 Pos t tes t 5.51 6.27 2.96 3.76 7.73 7.22 3.51 8.61 5.12 6.98 Standa rd Dev i a t i on Pretest 1 .43 1 .45 1 .25 1 .27 1 .44 1 .45 1 .07 1 .46 1 .33 1 .50 Pos t tes t 1 .55 1 .50 1 .26 1 .34 1 . 6 3 1 . 8 7 1 .29 1 .73 1 .69 2.04 t Value 1.17 -0.06 -1 .86 .01 -1.59 -0.97 1.01 -0.57 -0.51 -1.19 Two-Ta iled Probabi1i ty .248 .952 .068 1 .00 .118 .335 .319 .573 .610 .239 N = 51 DF = 50 60 I Table 29 C r i t e r i a A n a ly s is of Mean Score, Standard D e v ia t io n , T Value, and Two-Tailed P r o b a b i l i t y W ith in Control Group (Human Resource Management--Fa 11, 1 974) 1 2 3 4 5 6 7 8 Q 10 Mean Pretest 5 . 2 2 5.92 2.19 3.27 6.95 6 . 3 0 3-03 7.41 3-57 6.65 Pos t tes t 5.35 6 . 2 2 2.27 3.59 6.57 6.03 3 . 2 2 7 . 2 2 3 . 6 2 6 . 7 6 Standard Deviation Pretest 1 . 6 0 1 . 6 1 1 .35 1 . 22 1 .33 1 .53 1.19 1 . 8 8 1 . 5 6 1 .55 Pos t tes t 1 .64 1 .42 1.31 1 .09 1 .52 1 .36 1 . 0 0 2 . 2 1 1 .75 1 .34 t Value i o - 0 . 9 2 -0.27 - 1 . 1 6 1 . 1 8 .81 -0.83 0.40 -0.13 -0.29 Two-Ta i 1ed Probabi 1 i ty .717 .365 oo .254 . 245 .422 .414 .690 .895 .775 N * 37 DF = 36 1 1 0 Table 30 C r i t e r i a A n a ly s i s : Comparison of Treatment and Control Groups f o r Mean Score, Standard D e v ia t io n , T Value, and Two-Tailed P r o b a b i l i t y (Human Resource M anagement--Fall, 197*0 1 2 3 k 5 6 7 8 9 10 Mean T reatment -.33 .020 .510 0 .451 .314 -.255 .157 .137 .431 Control .135 .297 .081 .32k -.373 .270 . 189 -.139 .054 . 1 08 Standard Deviation Treatment 2.04 2.29 1 .95 1 .69 2.02 2.30 1 .81 1 .97 1 .91 2.53 Control 2.25 1 .97 1 .83 1 .70 1 .95 2 . 02 1 .39 2.86 2.48 2.28 t Value -1 .02 CTi L T V O 1 1 .ok -0.888 1 .93 1 .24 -1 .25 .671 .178 .608 Two-Ta i 1ed Probabi1i ty .312 .561 .300 .619 . 054 .218 .212 .511 .353 .552 Treatment N = 51 Control N = 37 DF = 86 Table 31 C r i t e r i a A n a ly s is o f Mean Score, Standard D e v ia t io n , T Value, and Two-Tailed P r o b a b i l i t y W ith in Treatment Group (Human Resource Management- - W i n t e r , 1975) 1 2 3 A 5 6 7 8 9 1 0 Mean Pretest 5. 97 6. 03 2 . 9 A A . 06 7. 69 7. 2 9 3. 63 8 .A 9 A . 31 6 . 9 A Pos t tes t 5. 83 6 . AO 2.71 3. 69 7. 89 7.31 3.9A 8. 2 6 5 . 26 7.51 S tandard Dev i a t i on Pretest 1 .38 1. 10 1.11 1 .33 1 .28 1 . A5 1 . 2A 1 .25 1.66 1 .1 A Pos t tes t 1 . A2 1 .50 . 96 1 .39 1 .51 1.66 1 .26 2 .06 1 .72 1 . 7A t Value 0. AO - 1 . 1 5 0. 93 1 .09 - 0. 71 - 0 . 0 8 - 0. 9A 0 . 57 - 2 . 9 7 - 1. 61 Two-Ta i led Probabi1 i ty .688 .258 .360 .283 . A85 .937 .355 .575 .005 .117 N = 35 DF = 3A Table 32 C r i te ri a Analysis of Mean Score, Standard Deviation, T and Two-Tailed Probability Within Control Group (Human Resource Management- - W i n t e r , 1975) Value, 1 2 3 4 5 6 7 8 9 10 Mean Pretest 5.68 6.32 2.26 3-81 7.10 6.94 3.68 7.65 3.94 7.06 Pos t tes t 6.00 5. 94 2.55 3.52 6.94 7.29 3.32 7.94 3.84 7.0 3 Standard Dev i a t i on Pretest 1 .6 4 1 .47 1.53 1.20 1 .72 1 .59 0.83 2.07 1 .65 1 .09 Pos t tes t 1 .32 1 .24 1.63 1.24 1 .83 1 .30 0.95 1 .98 1 .70 1 .45 t Value -0.88 1.13 -0.70 1.03 0.40 -0.98 1 .65 -0.50 0.24 0.10 Two-T ailed P robab i 1i ty .385 . 2 6 8 .490 .313 .689 .333 .110 .620 .810 .923 N = 31 DF = 30 N J Table 33 Cr i te r i a Analysis: Comparison of Treatment and Control Groups for Mean Score, Standard Deviation, T Value, and Two-Tailed Probability (Human Resource Management- - W i n t e r , 1975) . .. 1 2 3 4 5 6 7 8 9 1 0 Me an T rea tmen t - . 143 .371 - . 2 2 9 -.371 .200 .029 .314 - . 229 • 943 .571 Control .323 -.387 .290 - .290 - . 161 .355 -.355 .290 -.097 -.032 S tanda rd Deviation Trea tmen t 2.09 1 .91 1 .46 2.02 1 .68 2.11 1 .98 2.39 1 .88 2.10 Control 2.04 1 .91 2.31 1.58 2.22 2.01 1 .20 3.23 2.23 1 .84 t Value -0.914 1.61 -1.10 -0.18 .75 -0.64 1 .63 -0.75 2.06 1 .23 Two-Ta i 1ed P robab i 1i ty .633 . 1 08 .275 .850 .540 .531 . 1 04 .535 .041 .219 Treatment N = 35 Control N = 31 DF - 64 and' reject ed by C r i t e r i o n 9 • Hypotheses 9, 10, 11, and 12 The fin dings of the next four hypotheses, numbers 9, 10, 11, and 12, deal with the a t t i t u d e s measured by the Schein Public Opinion Questionnaire I I . Hypothesis 9 - Hypothesis 9 st at es that no d i f ference in a t t i t u d e s e x i s t s at the 5 percent s i g n i f i cance level between the treatment and control groups for the Schein Public Opinion Quest ionnaire II for the Per sonnel and Management block for F a l l , 197^- Tables 3 ^ > 35, and 3 6 show the s t a t i s t i c s for Hypothesis 9. Hypothesis 9 was re je c te d for the treatment group, accepted for the control group, and accepted for the com parison between the treatment and control groups. Hypothesis 10. Hypothesis 10 st ates that no d i f ference in a t t i t u d e s e x i s t s at the 5 percent s i g n i f i cance level between the treatment and control groups for the Schein Public Opinion Questionn aire II for the Per sonnel and Management block for Win ter, 1975- Tables 37, 38, and 39 show the s t a t i s t i c s for Hypothesis 10. Hypothesis 10 was r e je c te d for the treatment group, accepted for the control group, and re je c te d for the com parison between the treatment and control groups. Hypothesis 11. Hypothesis 11 states that no d i f ference exis t s at the 5 percent s i g n i f i c a n c e level 1 1 k T a b le 3** Mean S c o re, S ta n d a rd D e v i a t i o n , T V a lu e , and T w o - T a il e d P r o b a b i l i t y W i t h i n T re a tm e n t Group (P e rs o n n e l and Management- - Fa 11 , 197*0 N Standard Mean Deviation Two-Ta i 1ed DF t Value P r o b a b i l i t y Pret es t 51 Pos 11es t 51 236.20 9.68 238.67 11.61 50 - 4 .0 4 .001 Table 35 Mean Score, Standard D e v ia ti o n , T Value, and Two-Tailed P r o b a b i l i t y Within Control Group (Personnel and Management- - Fa 1 1 , 197*0 N Standard Mea n Dev i a t i on Two-T a i le d DF t Value P r o b a b i l i t y Pret es t 29 Po stte st 29 2^3.86 11.92 245.72 14.31 2 8 - 0 .5 7 .573 Table 36 Comparison of Treatment and Control Groups for Mean Score, Standard D e v ia ti o n , T Value, and Two-Tailed P r o b a b i l i t y (Personnel and Management--Fa 1 1 , 197**) N Standard Mean Deviation Two-T a i le d DF t Value P r o b a b i l i t y T rea tmen t 5 1 Control 29 2.47 4.37 1.86 17.58 78 .236 .809 1 1 5 T a b le 3 7 Mean S c o r e , S t a n d a rd D e v i a t i o n , T V a l u e , and T w o - T a i l e d P r o b a b i l i t y W i t h i n T r e a t m e n t Group ( P er so n ne l and Management ~- W i n t e r , 1975) --------- _ _ _ _ _ _ ----_ _ _ _ _--- ---- ----- ---------------------- _ _ --- ------------------------------— -------------------------------- N S tanda rd Mean Devia tion DF t Va1ue Two-Ta i 1ed Probabi 1 i ty Pre te st Pos t tes t 44 44 237.18 22.12 2*15.61 12.00 43 -4 .6 4 . 001 Table 38 Mean Score, Standard D e v ia ti o n , T Value, and Two-Tailed P r o b a b i l i t y Within Control Group (Personnel and Management--Winter , 1975) N Standard Mean Dev i a t i on DF t Value Two-Ta i led P roba b i 1 i ty Pretest Po s 11es t 35 35 2** . 9 7 16.28 2 42.63 13.64 34 0.59 . 560 Table 39 Comparison of Treatment and for Mean Score, Standard T Value, and Two-Tailed (Personnel and Management-- Control Groups D e v ia ti o n , P rob a b i 1 i ty W in te r, 1975) N Standard Mean Devia tion DF t Value T wo-T a i l e d P r o b a b i1 i ty T reatment Control 44 35 8.43 12.05 2.34 23.57 77 2 .63 . 009 1 1 6 in a t t i t u d e s between the treatment and control groups for the Schein Public Opinion Questio nn ai re M for the Human Resource Management block f o r F a l l , 1974. Tables 4 0 , 41, and 42 show the data for Hypothesis 11. Hypothesis 11 was accepted for the treatment group, accepted for the control group, and accepted for the com parison between the treatment and control groups. Hypothesis 12. Hypothesis 12 states that no d i f ference e x i s t s at the 5 percent s i g n i f i c a n c e level in a t t i t u d e s between the treatment and control groups for the Schein Public Opinion Questio nn aire II for the Human Resource Management block fo r W in ter, 1975* Tables 43, 44, and 45 show th e data f o r H y p o th e s is 12. H y p o t h e s is 12 was r e j e c t e d f o r th e t r e a t m e n t g r o u p , a c c e p te d f o r the c o n t r o l g r o u p , and r e j e c t e d f o r the com p a r i s o n between the t r e a t m e n t and c o n t r o l g ro u p s . Hypotheses 1 3 > 14, 1 5 > and 1 6 The find ings of the next four hypotheses, numbers 13, 14, 15, and 16, deal with the six c lu s t e r s that make up the Schein Public Opinion Questio nn ai re I I . Those six cl u s t e r s are as fo ll ow s : l) business in s o c ie t y , 2) gen eral cynicism, 3) management th eo ry, 4) a t t i t u d e s toward people and groups, 5) i n d i v i d u a 1- o r g a n i z a t i o n r e l a t i o n ships, and 6) miscellaneous. Hypothes is 13 . Hypothesis 13 states that no d i f ference e x i s t s at the 5 percent s i g n i f i c a n c e level 1 1 7 T a b le **0 Mean S c o re, Stan d a rd D e v i a t i o n , T V a lu e , and T w o - T a il e d P r o b a b i l i t y W i t h i n T r e a tm e n t Group (Human Resource Management--Fa 1 1 , 197*0 Standard Two-Tailed N Mean Deviation DF t Value P r o b a b i l i t y Pret es t 51 244.63 11.01 Posttest 51 244.94 13.14 50 - 0 . 7 4 .460 Table 41 Mean Score, Standard D e v ia ti o n , T Value, and Two-Tailed P r o b a b i l i t y Within Control Group (Human Resource Management- - Fa 1 1 , 1974) N Standa rd Mean Deviation DF Two-Ta i t Va1ue Probab i 1 ed 1 i ty Pretes t Pos t tes t 37 37 242.57 12.90 246.70 14.41 36 -1 .3 5 .184 Table 42 Comparison of Treatment and Control Groups for Mean Score, Standard D e v ia ti o n , T Value, and Two-Tailed P r o b a b i l i t y (Human Resource Management-- Fa 11 , 1974) N Mean S ta n d a rd D e v i a t i o n DF Two-Ta i 1ed t Value P r o b a b i l i t y T rea tmen t 51 .314 3.01 86 - 1 . 4 5 .148 C o n tr o l 37 4.14 18.59 1 1 8 T a b le 4 3 Mean S c o re, S ta n d a rd D e v i a t i o n , T V a lu e , and T w o - T a il e d P r o b a b i l i t y W i t h i n T r e a tm e n t Group (Human Resource M a n a g e m e n t- - W in t e r , 1975) N S ta n d a rd Mean D e v i a t i o n DF t Value Two- Ta i led P robab i 1 i ty P r e t e s t 35 241.63 15.54 34 -1 3 .4 7 . 001 P o s t t e s t 35 247 . 94 14.32 Table 44 Mean Score, Standard D e v ia ti o n , T Value, and Two-Tailed P r o b a b i l i t y Within Control Group (Human Resource Management- - W i n t e r , 1975) N S tanda rd Mean Devia tion DF t Value „ Two- Ta i led Probabi 1 i ty Pretes t 31 P osttest 31 242.29 13.72 241.58 16.91 30 . 1 8 .857 Table 45 Comparison of Treatment and for Mean Score, Standard T Value, and Two-Tailed (Human Resource Management- Control Groups D e v ia ti o n , Probabi 1 i ty - W i n t e r , 1975) N Standard Mea n Dev i a t i on DF t Value Two-Ta i Probabi led 1 i ty Tr ea tmen t 3 5 Control 31 6.31 2.77 .71 21.72 64 1 . 90 LA 0 1 1 9 between the treatment group and the control group with regard to the six c lu ste r s of the Schein Public Opinion Q uestio nnaire II administered during the Personnel and Management block in F a l l , 197 4. Tables 46, 47, and 48 show the data for the treatment group, the control group, and the comparison of the treatment and control groups. Hypothesis 13 was accepted by a l l six of the c l u s t e r s in the treatment group. It was also accepted by a l l the cl u s t e r s in the control group and in the compari son between the treatment and control groups. Hypothesis 1 4 . Hypothesis 14 st ates that no d i f ference e x i s t s at the 5 percent s i g n i f i c a n c e level between the treatment group and the control group with regard to the six c l u s t e r s of the Schein Public Opinion Quest ionnaire II administered during the Personnel and Management block in Winter, 1975* Tables 49, 50, and 51 show the data for the treatment group, the control group, and the comparison of the treatment and control groups. Hypothesis 14 was re j e c t e d by Clu st er 6 and a c c e p t ed by c l u s t e r s 1, 2, 3, 4, and 5* The hypothesis was accepted by a l l six of the c l u s t e r s in the control group and in the comparison of the treatment and control groups. Hypothesis 15. Hypothesis 15 st ates that there is no d i f f e r e n c e at the 5 percent s i g n i f i c a n c e level between the treatment group and the control group with 1 2 0 1 21 Table kS C 1 us ter . Ana 1ysis Within Treatment Group for the Mean Score, Standard Deviation, T Value, and Two-Tailed Probability (Personnel and Management--Fa11, 197M 1 2 3 k 5 6 Mean Pretest 63.67 33.92 49.24 33.41 29.24 35.29 Pos t tes t 62.59 34.96 49.84 34.43 29.53 34.43 Standard Deviation Pretest 11 .<(2 7.19 8.84 6.48 5.72 6.80 Pos t tes t 5.08 4.43 4.35 4.10 4.00 4.21 t Value .62 -0.80 -0.45 -0.97 -0.30 0.74 Two-Ta iled P roba b i 1i ty • 539 .425 .652 .334 • 767 .46: N = 51 DF = 50 1 22 Table *+7 C lu s te r A n a ly s is W ith in Control Group f o r the Mean Score, Standard D e v ia t io n , T Value, and Two-Tailed P r o b a b i l i t y (Personnel and Management-- Fa 1 1 , 197*0 1 2 3 h 5 6 Mean P r e te s t 6*+.90 35.52 *+9.03 35.76 2 9*86 35.62 Pos t tes t 6*+.62 37.76 *+8.62 36.52 30.03 35.2*+ Standard D e v ia tio n P r e te s t 5-53 6.42 *+.08 *+.96 *+.0*+ 3.09 Pos t tes t 5.29 5-33 *+.66 3.8*+ *+.03 2 .96 t Value .19 -1 .25 .37 -0.78 -0.15 0. *+6 Two-Ta ile d P r o b a b i l i t y .85*+ .221 .716 .*+*+2 .885 .6*+' N = 29 DF = 28 Table 48 Cl us ter Ana lysis: Standard Compa r ison Deviation (Personnel of Treatment and Control Groups for Mean , T Value, and Two-Tailed Probability and Management--Fa11 , 1974) Score, 1 2 3 4 5 6 Mean Trea tmen t -1.078 1 .039 .608 1 .02 .294 -.863 Control -.276 2.24 -.414 .759 .172 -.379 Standard Deviation T reatment 12.46 9.22 9.57 7.47 7.04 8.34 Control 7-98 9.64 6.61 5. 24 6.35 4 .42 t Value -0.312 “0.55 .509 . 1 6 6 .077 -0.289 Two-Ta i 1ed Probability .754 .590 .618 .862 .937 .770 T rea tmen t N M UJ = 51 Control N = 29 DF = 78 1 2A Table 4 9 C lu s te r A n a ly s is V/ithin Treatment Group fo r the Mean Score, Standard D e v ia t io n , T Value, and Two-Tailed P r o b a b i l i t y (Personnel and Management--W inter, 1975) 1 2 3 A 5 6 Mean P r e te s t 6 A . 16 3 A . 59 50. 09 33 . 98 30.1 A 35.98 Pos 11es t 62 . 23 3A . 82 A 9 . A 3 32 . 66 2 9 . 80 00 cn r'-’ t Standard D e v ia tio n P r e te s t 5. 77 6 . 0 A A .18 A . A1 3. 62 3. 30 Pos t tes t 7. 6 A 5. 35 5.61 A . 82 3. 80 5. 13 t Value 1 .39 - 0. 21 .57 1 .27 . A3 2. 18 Two-Ta ile d P r o b a b i 1 i ty .171 .831 .571 .212 .667 .035 N = A A DF = A3 T a b l e 50 Cluster Analysis Within Control Group for the Mean Standard Deviation, T Value, and Two-Tailed Probab (Personnel and Management- - Winter , 1975) Score, i 1 i ty 1 2 3 4 5 6 Mean Pretest 65. 14 34.91 48.43 36.83 29.94 35.97 P.o s 11 e s t 62.34 35-91 48.46 36.43 30. 17 35.97 Standard Deviation Pretest 7 . 5 6 6.06 4.98 4.58 4.14 4.77 Pos t tes t 6.62 5-38 3.31 5.10 3.6 7 3.46 t Value 1 .62 -0.67 -0.03 • 35 -0.23 .01 Two-Ta iled Probabi1i ty .115 . 506 .976 .731 . 8 2 0 1 .00 N = 35 DF = 3b D O \jrt Table 51 C lu s te r A n a ly s i s : Comparison of Treatment and Control Groups f o r Mean Score, Standard D e v ia t io n , T Value, and Two-Tailed P r o b a b i l i t y (Personnel and Management--W inter, 1975) 1 2 3 4 5 6 Mean Trea tmen t -1 .93 .227 - .659 -1 .31 B - . 341 -2.00 Control - 2 . 8 0 1 . 00 .029 - .400 .229 0 Standard D e v ia tio n Treatment 9.20 7.02 7.65 6.90 5.21 6.09 Control 1 0.24 8.80 5.60 6.82 5.90 6.02 t Value . 396 - 0 .bib -0.445 -0.59 -0.455 -1 .457 Two-Ta i led P r o b a b i l i t y .695 .669 .662 . 5 6 b .655 .146 Treatment N = bb Control N = 35 DF = 77 regard to the six cl u s t e r s of the Schein Public Opinion Questionnaire II administered during the Human Resource Management block in F a l l , 197^* Tables 52, 53, and 5 ^ show the data for the treatment group, the control group, and the comparison of the treatment and control groups. Hypothesis 15 was rej ec ted for Cluster k and accepted by c l u s t e r s 1, 2, 3, 5, and 6 for the treatment group. In the control group the hypothesis was rej ect ed by clusters 2 and A and accepted by c l u s t e r s 1, 3, 5, and 6. In the comparison between the treatment and control groups, the hypothesis was rej ec ted by Clu st er k and accepted by c l u s t e r s 1, 2, 3, 5, and 6. Hypothes is 16. Hypothesis 16 states that there is no d i f f e r e n c e at the 5 percent s i g n i f i c a n c e level between the treatment group and the control group with regard to the six c l u s t e r s of the Schein Public Opinion Questionnaire II administered during the Human Resource Management block in Win ter, 1975. Tables 55, 56, and 57 show the data for the treatment group, the control group, and the comparison of the treatment and control groups. Hypothesis 16 was accepted for a l l six of the clu st er s for the treatment group. All the c l u s t e r s in the control group accepted the hypothesis. In the com parison between treatment and control groups, the hypoth esis was also accepted by a l l six of the c l u s t e r s of the Schein Public Opinion Questionnaire I I . 127 1 2 8 Table 52 Cluster Analysis Within Treatment Group for the Mean Score, Standard Deviation, T Value, and Two-Tailed Probability (Human Resource Management- - Fa 11 , 1974) 1 2 3 4 5 6 Mean P ret es t 65. 24 36.33 50.00 34.69 29.47 35.94 Po s 11e s t 64.92 3 6 . 8 6 51 .06 32.47 30.24 34.78 Standard Deviation Pretest 6.19 5.83 4.55 5.37 3.52 3.92 Pos t tes t 5.07 5.60 4 . 3 6 4.78 3.17 3.59 t Value 0.28 -0.46 -1.25 2.63 -1.49 1 .70 Two-T ailed Probabi1 i ty .778 .645 .217 .01 1 .142 .091 N = 51 DF = 50 Gz [ Table 53 C lu s t e r A n a ly s is V / i t h in Control Group f o r the Mean Score, Standard D e v ia t io n , T Value, and Two-Tailed P r o b a b i l i t y (Human Resource Management--Fal 1 , 197*0 1 2 3 4 5 6 Mean Pretest 65.05 34.43 46.65 35.00 30 .08 36.27 Pos t tes t 66. 16 37.57 48.86 37.1 1 30.73 36.57 Standard Dev i a t i on Pretest 5.72 5*34 4.92 4.19 3.12 3.37 Pos t tes t 7.88 7.22 5.41 4.68 3.10 4.00 t Value -0.68 -2.02 -1 .57 -2.16 -0.88 -0.34 Two-Ta iled Probab i 1i ty . 500 .05 . 126 .037 .384 .73 N = 37 DF = 3& Table 54 C lu s te r A n a ly s i s : Comparison of Treatment and Control Groups f o r Mean Score, Standard D e v ia t io n , T Value, and Two-Tailed P r o b a b i l i t y (Human Resource Management- - Fa 11 , 1974) 1 2 3 4 5 6 Mean Trea tmen t -.31 4 .529 1 .059 - 2 . 2 2 .765 - 1 . 1 6 Control 1 . 1 1 3.14 2 . 2 1 6 2 . 1 1 .640 . 2 0 7 Standard Deviation Treatment 7.90 8.15 6.05 6 . 0 2 3 . 6 6 4.69 Control 9.90 9.43 8 . 6 0 5.93 4.47 5.31 t Value -0.749 -1 .39 -0.741 -3.35 . 1 34 -1 .358 Two-T ailed Probabi1i ty .538 . 165 .533 . 0 0 1 cr C O C O .174 C O o Trea tmen t N = 51 Control N = 37 DF - 86 Table 55 C lu s te r A n a ly s is W ith in Treatment Group fo r the Mean Score, Standard D e v ia t io n , T Value, and Two-Tailed P r o b a b i l i t y (Human Resource Management- - W i n t e r , 1975) 1 2 3 4 5 6 Mean Pretest 64.91 36.57 51 .63 33.91 30.14 3 6 . 6 9 Pos ttes t 62.57 37.54 51 .09 33.66 29.46 34.89 Standard Deviation Pretest 5.90 6.07 4.09 4.66 3.62 4.22 Pos t tes t 7.23 5.77 5.52 5.06 2.83 4 . .1 .0 t Value 1 .50 -0.66 0.51 0.23 0.83 1 .82 Two-Ta iled Probability .143 .516 .612 .819 .410 .078 N = 35 DF = 34 132 Table 56 Cluster Analysis Within Control Group for the Mean Score, Standard Deviation, T Value, and Two-Tailed Probability (Human Resource Management— W in te r, 1975) 1 2 3 4 5 6 Mea n Pretest 64.23 33 .42 47.94 35.19 30.03 35.65 Posttest 6 2 . 6 8 35 .61 47.39 35.94 30.84 34.94 Standa rd Deviation Pretest 8 . 1 1 5 .69 4.55 4.30 3.99 3.50 Pos 1 1 es t 7.15 7 . 06 5.27 4.31 5.85 3.65 t Value 0.87 -1 •30 0.41 -0.74 - 0 . 5 8 0.79 Two-Ta iled P robab i 1i ty i 392 . 2 0 2 . 6 8 6 .467 . 5 6 6 .43! = 31 DF = 30 1 33 Table 57 C l u s t e r A na lys is: Comparison of Treatment and Control Groups for Mean Score, Standard D e v i a t i o n , T Value, and Two-Tailed P r o b a b i l i t y (Human Resource Ma nag em ent -- W int er, 1975) 1 2 3 4 5 6 Mean Treatment -2.3*» .971 -.543 .257 - .686 - 1 . 8 0 Control -1 .55 2. 194 -.548 .742 . 8 0 7 -.710 Standard D e v ia tio n Trea tmen t 9.24 8.76 6.27 6.59 4.87 5.86 Control 9.92 9.36 7.47 5.60 7.74 5.03 t Value -0.337 -0.548 .003 -0.659 -0.949 -0.806 Two-Ta i 1ed Probab i 1 i ty .737 .593 .993 .519 . 6 5 2 .571 Treatment N = 35 Control N = 31 DF = 64 DISCUSSION As measured by the t - t e s t , the general hypothesis that adu lt students in the BSAS program gain in knowledge and a t t i t u d e s at a s i g n i f i c a n t l y higher level than a control group was st ron gly supported. To be s i g n i f i c a n t w i t h i n each of the three groups ( tr e a tm e n t, c o n t r o l , and comparison of treatment and c o n t r o l ) , change was measured at the .05 level of s i g n i f i c a n c e ( t w o - t a i l e d ) . Hypotheses 1 through 4 tested the hypotheses of no d i f f e r e n c e in learning for s p e c i f i c subgroups from the p r e t e s t to post te st on the c o g n it iv e examinations con struct ed by the f a c u l t y . Hypotheses 5 through 8 tested the hypotheses of no d i f f e r e n c e between the means for s p e c i f i c subgroups from the p r e t e s t to po s tte st on the ten c r i t e r i a of the c o g n it iv e examinations constructed by the f a c u l t y . Hypotheses 9 through 12 tested the hypotheses of no d i f f e r e n c e in a t t i t u d e s for s p e c i f i c subgroups from the pre t e s t to pos tt est on the Schein Public Opinion Ques tio n naire I I . Hypotheses 13 through 16 tested the hypotheses of no- d i f f e r e n c e between the means for s p e c i f i c subgroups from the p r e t e s t to pos tt e s t on the six c l u s t e r s of the Schein Public Opinion Quest ionnaire I I . Pr esent ation of the data includes discussion of hypotheses 1 through 16 where s i g n i f i c a n c e was not obtained 1 34 (p^>.0 5 and change did not take place) and the null hypoth esis was accepted, and then where s i g n i f i c a n c e was obtained ( p ^ . 0 5 and change did take place) and the null hypothesis was r e j e c t e d . As a r e s u l t of the t - t e s t , the null hypotheses of no d i f f e r e n c e in learning changes r e l a t i n g to the Faculty Content Examinations fo r the Personnel and Management and the Human Resource Management blocks were accepted ( p ^ .05 for the groups shown, i n d i c a t i n g that change occurred) for the f o llow in g hypotheses: Hypothesis 1: Control group. Hypothesis 2: Control group and the comparison between groups. Hypothesis 3: Control group and the comparison between groups. H y p o th e s is A: C o n tr o l group and th e c o m p a ris o n between g r o u p s . Hypothesis 5' C r i t e r i o n 2 of the treatment group; a l l c r i t e r i a for the control group; and c r i t e r i a 2, 3, A, 7, and 10 of the comparison between groups. Hypothesis 6: C r i t e r i a 1, 3 , ^ , 5 , 8 , 9 , and 10 of the treatment group; a l l c r i t e r i a of the control group; and a l l c r i t e r i a of the comparison between groups. Hypothesis 7* All c r i t e r i a of the treatment group, the control group, and the comparison between groups. 1 35 Hypothesis 8: C r i t e r i a 1, 2, 3, 5, 6, 7, 8, and 10 of the treatment group; a l l c r i t e r i a of the control group; and c r i t e r i a 1, 2, 3, V, 5> 7, ‘ S', and 10 of the comparison between groups. The null hypotheses for the Schein Public Opinion Questionnaire II (the a t t i t u d e examination) were accepted for the fo il ow ing hypotheses ( p ^ .05 ): Hypothesis 9: Control group and the comparison between groups. Hypothesis 10: Control group. Hypothesis 11: Treatment group, control group, and the comparison between groups. Hypothesis 12: Control group. Hypothesis 13: All c lu s te rs of the treatment group, control group, and the comparison between groups. Hypothesis 14: Clusters 1, 2, 3, and 5 of the treatment group; al l c l u s t e r s of the control group; and the comparison between groups. Hypothesis 15: Clusters 1, 2, 3, 5, and 6 of the treatment group; c l u s t e r s 1, 3, 5, and 6 of the control group; and c l u s t e r s 1, 2, 3, 5, and 6 of the comparison between groups. Hypothesis 16: All cl u st er s of the treatment group, control group, and the comparison between groups. The null hypotheses of no d i f f e r e n c e in learning changes for the Faculty Content Examinations for the ____________________________________________________________________________ L36_ Personnel and Management and the Human Resource Management blocks were rejected ( p < .05 fo r the groups' shown, I n d i cat in g that change occurred) fo r the fo ll o w in g hypotheses: Hypothesis 1 : Treatment group and the comparison between groups. ''Hypoth.es i s 2 : Treatment group. Hypothes i s 3: Treatment group. Hypothes i s Treatment group. Hypothes i s 5: C r i t e r i a 1, 3, , 5, 6, 7, 8, 9, and 10 of the treatment group; and c r i t e r i a 1, 5, 6, 8, and 9 of the comparison between groups. Hypothes i s 6 : C r i t e r i a 2, 6, and 7 of the t r e a t - ment group. Hypothes i s ‘8: C r i t e r i o n 9 of the treatment group and C r i t e r i o n 9 of the comparison between groups. The null hypotheses for the Schein Public Opinion Q.uestionnai re II (the a t t i t u d e examination) were rej ec ted for the f o il o w i n g hypotheses ( p < . 0 5 ): Hy pot hes i s 9: Treatment group. Hypothes i s 10: Treatment group and the comparison between groups. Hypothes i s 1 2 : Treatment group and the comparison between groups. Hypothesis Xk : Cluster 6 of the treatment group. Hypothes i s 15: Cluster k of the treatment group, c l u s t e r s 2 and k of the control group, and Cluster k o f the 1 37 comparison between groups. In every hypothesis except one, the treatment groups indicated s u f f i c i e n t gain in knowledge and a t t i t u d e to r e j e c t the null hypothesis. The one exception to this case was the F a l l , 197^, Human Resource Management group. This p a r t i c u l a r group made a very s i g n i f i c a n t gain in knowledge based upon the content examination; but i t did not show any gain in a t t i t u d e , thus i n d ic a t in g that con ta ct with the curriculum and f a c u l t y had no measurable influence upon i t during the F a l l , 1 9 7 ^ > t r i m e s t e r . Students making up this group were taught at f i v e d i f f e r e n t locations by four d i f f e r e n t f a c u l t y members, two of which were new to the f a c u l t y and may have lacked f u l l understanding of the philosophy of the program and the curriculum. The most s i g n i f i c a n t gains in knowledge, as meas ured by the content examinations and based upon a two- t a i l e d p r o b a b i l i t y ( p ^ .05) » came in the Personnel and Management block for the F a l l , 197^, t r i m e s t e r . The treatment group was s i g n i f i c a n t at .001 as compared with the control group at .810. The Human Resource Management block for F a l l , 197^, also showed great s i g n i f i c a n c e at .001 as compared with the control group at .863. In the Schein Public Opinion Questionnaire II (the a t t i t u d e e xa m in atio n ), the most s i g n i f i c a n t gain based upon ______________________________________________ 1_3_8 a t w o - t a i l e d p r o b a b i l i t y ( p ^ . 0 5 ) came in the Human Resource Management block for W in te r, 1975 , at .001 as compared with the control group at .857* Other s i g n i f i cant gains came in the Personnel and Management block for F a l l , 197^, and Winter, 1975. The F a l l , 197^, group had s i g n i f i c a n c e at .001 as compared with the control group at •573* The W in ter, 1975, group had s i g n i f i c a n c e at .001 as compared with the control group at .560. In every case the control group made i n s u f f i c i e n t gains in knowledge or a t t i t u d e to be of s i g n i f i c a n c e ; t h e r e f o r e , the general hypothesis was st ron gl y supported, and the null hypotheses were accepted. When comparing the d i f f e r e n c e s of the treatment and control groups by use of the t - t e s t for gain in knowl edge and a t t i t u d e , only hypotheses 1, 10, and 12 showed s i g n i f i c a n t growth based upon a t w o - t a i l e d p r o b a b i l i t y ( p < - 0 5 ) so as to be s i g n i f i c a n t and to r e j e c t the null hypotheses. The other hypotheses were a l l accepted. The growth made in the treatment groups was not large enough to o f f s e t the lack of growth in the control groups; hence, the comparisons between groups (with the exceptions of hypotheses 1, 10, and 12) a l l indic ated that no relevant change had taken place. The t - t e s t was used to measure the ten goals or o b j e c t i v e s es tablished by the students and f a c u l t y which ____________________________________________________ U 3- were used as c r i t e r i a to construct a content examination for the Personnel and Management block. The null hypoth eses that there was no s i g n i f i c a n t d i f f e r e n c e between the means of the treatment and control groups were accepted or rej ec te d for each c r i t e r i o n as shown in Table 53. The c r i t e r i a were as follow s: 1) to develop a b e t t e r understanding of management s t y l e s ; 2) to gain knowledge of how to i n t e g r a t e and u t i l i z e personnel in an o r g a n i z a t i o n ; 3) to develop methods for dealing with man agement problems; to improve understanding of the systems approach to management; 5) to improve e f f e c t i v e personnel management methods; 6) to develop a b e t t e r understanding of the use of communications to solve prob lems; 7) to understand problems of people w i t h i n the organ i z a t i o n ; 8) to learn basic management concepts and func tio n s; 9) to learn how to recognize personnel problems; and 10) to understand the decision-making functions of management. All the c r i t e r i a except number 2 for the treatment group in F a l l , 197^, fo r the Personnel and Management block indicated that change had taken place. This f in d ing meant r e j e c t i n g the null hyp othesis, r e f l e c t i n g a s i g n i f i c a n t d i f f e r e n c e in the means at the '5 percent level of s i g n i f i c a n c e . The control group for F a l l , 197^, demonstrated no change for any of the c r i t e r i a , t h e r e f o r e supporting the null hypothesis. In the comparison between the treatment ______________________________________________ 1 AO Table 58 Summary of Acceptance or Rejection of Null Hypotheses Based on Ten C r i te ri a Areas for Faculty Content Examination (Personnel and Management) 1 2 3 A 5 6 7 8 9 10 Fall, 137*1 Treatment R A R R R R R R R R Control A A A A A A A A A A Comparison Be tween Groups R A A A R R A R R A Winter, 1975 Trea tmen t A R A A A R R A A A Control A A A A A A A A A A Compa r i son Between Groups A A A A A A A A A A A = Acceptance R = Rej ec 11 on and control groups fo r F a l l , 19 7^+, 50 percent or f i v e of the c r i t e r i a had s i g n i f i c a n t gains in d i f f e r e n c e s between the means; hence, the null hypothesis was r e j e c t e d . The other 50 percent of the c r i t e r i a had a p r o b a b i l i t y above the .05 l e v e l , and the null hypothesis of no change was accepted » During the Personnel and Management block for W in ter, 1975, the treatment group showed s i g n i f i c a n c e in 30 percent or three of the c r i t e r i a , thus r e j e c t i n g the null hypothesis of no change; the remaining 70 percent or seven of the c r i t e r i a indicated no s i g n i f i c a n c e or gain, thus accepting the null hypothesis. The control group for W in ter, 1975, and the comparison between groups fo r the same period had p r o b a b i l i t i e s above . 0 5 , showing no gain; t h e r e f o r e , the null hypothesis of no change between the means of the treatment and control groups was accepted. For the Human Resource Management block, the ten goals and o b j e c t i v e s e s ta b lis h e d by the students and f a c u l t y , which were used as c r i t e r i a to con struct a con tent examination to cover that block, were measured by the t - t e s t . The null hypotheses that there was no s i g n i f i c a n t d i f f e r e n c e between the means of the treatment and control groups for the ten areas were accepted or re je c te d for each c r i t e r i o n as shown in Table 59* The c r i t e r i a were as follo ws: l) to gain a b e t t e r understanding of other s; 2) to improve one's understanding 1 if 2 Table 59 Summary of Acceptance or Rejection of Null Hypotheses Based on Ten C r i te r i a Areas for Faculty Content Examination (Human Resource Management) 1 2 3 k 5 6 7 8 Q 10 Fa ll, 131k Treatment A A A A A A A A A A Control A A A A A A A A A A Compa r i son Between Groups A A A A A A A A A A Winter, 1975 T rea tmen t A A A A A A A A R A Control A A A A A A A A A A Compar i son Between Groups A A A A A A A A R A A = Acceptance________________________ R = Re i ec t i on of the psychological aspects a f f e c t i n g in d iv idu al behavior; 3) to gain an increased s e l f awareness; k) to recognize one's own p e r s o n a l it y and it s e f f e c t on the envi ronment around him; 5) to gain an understanding of the psycho logical basis of e f f e c t i v e management with special emphasis on m o t iv a t i o n , p r o d u c t i v i t y , and morale; 6) to improve one's understanding of how to build an e f f e c t i v e communication system; 7) to gain an increased a b i l i t y to assess personal strengths and weaknesses; 8) to increase one's knowledge of l i s t e n i n g and communicating; 9) to understand how to p r e d i c t human behavior through the use of conceptual tool s; and 10) to gain a b e t t e r understanding of group processes. All the c r i t e r i a for the Human Resource Management block for the F a l l , 197^, treatment group indicated that no s i g n i f i c a n t change had taken place at the .05 level of s i g n i f i c a n c e ; hence, the null hypothesis of no change was accepted. The control group and the comparison between the treatment and control groups for F a l l , 197^, e x h ib it e d no change for any of the c r i t e r i a , th e r e f o r e accepting the null hypothesis. During the Human Resource Management block for W in ter, 1975, the treatment group revealed no s i g n i f i c a n c e in 90 percent or nine of the c r i t e r i a , thus accepting the null hypothesis of no change; the ot her 10 percent or one of the c r i t e r i a revealed a s i g n i f i c a n t gain, thus r e j e c t i n g 1 A A the null hypothesis. The c r i t e r i a fo r the control group a l l had p r o b a b i l i t i e s above the 5 percent level of s i g n i f i c a n c e , showing no gain; t h e r e f o r e , the null hypothesis of no change between the means for the treatment and con t ro l groups was accepted. The comparison between the treatment and control groups showed no s i g n i f i c a n c e ( P ^ .05) in 90 percent of the c r i t e r i a , thus accepting the null hypothesis of no change; the other 10 percent of the c r i t e r i a revealed a p r o b a b i l i t y less than .05, r e f l e c t i n g a s i g n i f i c a n t gain in the means, hence r e j e c t i n g the null hypothesis of no change. As a r e s u l t of the t - t e s t , the null hypotheses of no s i g n i f i c a n t d i f f e r e n c e in a t t i t u d e s r e l a t i n g to the six c l u s t e r s of the Schein Public Opinion Questio nn aire II (the a t t i t u d e examination) fo r the Personnel and Management and the Human Resource Management blocks were accepted or re jected as shown in Table 60. The c l u s t e r s were the f o ll o w in g : l) business in s o c ie t y , 2) general cynicism, 3) management theory and a t t i t u d e s , k) a t t i t u d e s toward people and groups, 5) i n d i v i d u a l - o r g a n i z a t i o n a l r e l a t i o n s , and 6) miscellaneous. All the c l u s t e r s fo r the treatment group, the con tro l group, and the comparison between groups for the Personnel and Management block fo r F a l l , 197^, indicated no s i g n i f i c a n c e ; t h e r e f o r e , the null hypothesis of no change at the .05 level of s i g n i f i c a n c e was accepted. 1*»5 Table 60 Summary of Acceptance or Rejection of Null Hypotheses Based on Six Clusters for the Schein Public Opinion Questionnaire II 1 2 3 k 5 6 Personnel and Ma nagemen t Fa ll, 197^: Treatment A A A A A A Con t r o 1 A A A A A A Compar i son A A A A A A Winter, 1975 : Treatment A A A A A R Control A A A A A A Compa r i son A A A A A A Human Resource Hanagemen t Fal l, 1974: T reatment A A A R A A Control A R A R A A Compa r i son A A A R A A Winter, 1975 : Treatment A A A A AA A Control A A A A A A Comparison A A A A A A A = Acceptance R = Re i ect i on During the Winter, 1975, Personnel and Management block, a l l the c lu st er s for the treatment group except Cluster 6 ("miscellaneous") revealed no s i g n i f i c a n c e and accepted the null hypothesis. Clu st er 6 had a p r o b a b i l i t y less than .05, t h e r e f o r e r e j e c t i n g the null hypothesis of no change. All the c l u s t e r s for the control group and for the comparison between groups demonstrated no s i g n i f i c a n t change, t h e r e f o r e accepting the null hypothesis of no change. During the Human Resource Management block for F a l l , 197*1, a l l the c l u s t e r s in the treatment group except C lu st er k showed no s i g n i f i c a n t change, t h e r e f o r e accepting the null hypothesis. Clust er k ( " a t t i t u d e s toward people and groups") had a p r o b a b i l i t y less than .05, t h e r e f o r e r e j e c t i n g the null hypothesis of no change. For the con t r o l group for F a l l , 197**, 57 percent had no change and accepted the null hypothesis, while Clu st er 2 ("general cynicism") and Cluster k ( " a t t i t u d e s toward people and groups") had s i g n i f i c a n t change and r e je c te d the null hypothesis. All the c l u s t e r s of the comparison between groups except Clust er had no change and accepted the null hypothesis, while Cl ust er k had a p r o b a b i l i t y below .05 and t h e r e f o r e rej ec te d the null hypothesis. During the W in ter, 1975, Human Resource Management block, a l l the c l u s t e r s of the treatment group, the control group, and the comparison between groups had no s i g n i f i c a n t 1 *t7 change with p r o b a b i l i t i e s above the 5 percent s i g n i f i cance l evel; t h e r e f o r e , a l 1 accepted . the null hypothesis. SUMMARY The data stron gl y supported the general hypothesis that through p a r t i c i p a t i o n in the BSAS program, a d u lt s t u dents in the BSAS program gain in knowledge and a t t i t u d e s at a s i g n i f i c a n t l y higher level than a control group. All the treatment groups except one indicated s i g n i f i c a n t growth, while none of the control groups manifested r e l e vant g row t h . The hypotheses dealing with the Faculty Content Examinations were a l l re je c te d by the treatment groups and accepted by the control groups, supporting the general hypothesis. The hypotheses dealing with the s p e c i f i c areas of c r i t e r i a for the Faculty Content Examinations, with the exception of one and parts of ano ther, were accepted by both treatment and control groups. The in d iv id u a l c r i t e r i a , with the exception of the Personnel and Management t r e a t ment groups for F a l l , 197^> were not supportive of the general hypothesis. The null hypotheses deali ng with the Schein Public Opinion Quest ionna i re II (the a t t i t u d e examination) were a l l r ej ec ted by the treatment groups and accepted by the control groups, giving support to the general hypothesis. The 1 * 8 hypotheses dealing with the c l u s t e r s of the Schefn Public Opinion Questionnaire II were accepted in general by both treatment and control groups, t h e r e f o r e not supporting the general hypothesis. 1 bS C h a p t e r 5 SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS This f i n a l chapter o f f e r s a summary of the study, conclusions based on the research f i n d i n g s , and relevant recommendations. Each of these three areas is discussed in its a p p ro pria te sec ti o n . SUMMARY The p r i n c i p a l o b j e c t i v e of this study was to con duct an empirical ev a lu a tio n of the Pepperdine U n iv e r s it y BSAS program by using c r i t e r i a sel ected from the goals and o b j e c t i v e s e stablished by the f a c u l t y and students. A secondary o b j e c t i v e to which the study addressed i t s e l f was the impact of the program upon the a du lt students as measured by the changes in knowledge and a t t i t u d e s . The s p e c i f i c purposes of this study were f o u r - f o l d : 1. To determine how well the program accomplishes the goals and o b j e c t i v e s set f o r th by the f a c u l t y and s t u dents by measuring the content areas of those goals and o b j e c t i v e s for the two r es p e ct iv e blocks used in the study. 2. To provide data regarding the change in knowl edge and a t t i t u d e s as measured by the Faculty Content Exam inations and the Schein Public Opinion Questionnai re I I . 1 50 3 . To provide information regarding the content of the Personnel and Management and the Human Resource Management blocks used in the study based upon the content areas of the examination constructed by the f a c u l t y . 4. To develop an e v a lu a ti o n model that can be used in s i m i l a r stu di es . Answers to the f o ll o w in g questions were sought: 1. A f t e r having been exposed to the s p e c i f i c BSAS courses, f a c u l t y , and teaching methods, do the people in the program d i f f e r in a s i g n i f i c a n t manner from t h e i r p r e vious status? 2. Does the change which has been i d e n t i f i e d appear to have been produced by the pr og ram --t ha t is, by the f a c u l t y and curriculum? 3. Does .'the program as it is now f u nc tio ning accomplish the goals and o b j e c t i v e s put f o r t h by the s t u dents and f acu lty ? A. Is the model used to ev a lu a te th is program s u i t a b l e to be used in other programs? 5. What is the impact of the program on the p a r t i c i p a n t s 1 a t t i t u d e s toward the world of business and i ndus t ry ? General Hypothesis The p r i n c i p a l o b j e c t i v e of the study was to measure the growth of students in the BSAS program by the 151 use of an a t t i tude-cogn i t i ve examination. The general hypothesis states that through p a r t i c i p a t i o n in the s i x - block, twenty-four-month BSAS program, a du lt students in the BSAS program gain in knowledge and in a t t i t u d e change at a s i g n i f i c a n t l y higher level than a control group. Review of the L i t e r a t u r e The l i t e r a t u r e review introduced the subject of e va lu a ti o n in education from a h i s t o r i c a l viewpoint and then from a contemporary view. Evaluation in higher edu cation was examined by discussing some of the better-known w r i t e r s and stu di es . Program e v a lu a tio n was examined from a general viewpoint and then more s p e c i f i c a l l y from a business point of view. A t t i t u d e s were reviewed in general because a portion of this study d e a lt with a t t i t u d e change. Many areas in the f i e l d of a t t i t u d e s could have been exam ined, but a general approach was used in this research. Methodology and Procedures The study covered two t r i m e s t e r s : F a l l , 197^, and Winter, 1975* One hundred ei ght y-one students c o n s ti tute d the experimental groups of the study, and 133 non-students c o n s ti t u te d the control groups. Faculty and students were asked to develop goals and o b j e c t i v e s which were then used as e v a l u a t i v e c r i t e r i a . The f a c u l t y members were then asked to make up content __________________ L5l2 examinations for the curriculum areas that were used in the study to measure knowledge changes, The Schein Public Opi nion Quest ionnai re II was used to measure a t t i t u d e c h a n g e s . The research design was a non randomized control group p r e t e s t - p o s t t e s t design suggested by Isaac and Michael (1971). The s i g n i f i c a n c e of the d i f f e r e n c e between the mean, sometimes r eferred to as the "student t" or the " t - t e s t , " was used to measure the s i g n i f i c a n c e of the d i f f e r ence between the experimental group (the students) and the control group (the students' o r g a n iz a t i o n a l pe e rs ). A two- t a i l e d test was u t i l i z e d at the 5 percent level of s ig - n i f i ca nce. Find i ngs The fin d in gs and r e s u lts of the study showed that in every case except one the experimental group made a p o s i t i v e change in both knowledge and a t t i t u d e s at the 5 percent level of s i g n i f i c a n c e , while the control group did not make any p o s i t i v e change except in one case. The data stron gl y supported the general hypothesis that through p a r t i c i p a t i o n in the BSAS program, adu lt s t u dents in the program gain in knowledge and a t t i t u d e at a s i g n i f i c a n t l y higher level than a control group. 153 In every case but one, the null hypothesis dealing with the content examinations, s t a t i n g that there was no change in means for the experimental (student) group, was rejected and the a l t e r n a t e hypothesis accepted. The control group made up of o r g a n iz a t i o n a l peers showed the opposite e f f e c t . Change was not p o s i t i v e at the 5 percent level of s i g n i f i c a n c e ; the null hypothesis, s t a t in g that there was no change in means, was accepted and the a l t e r n a t e hypothesis r e j e c t e d . The null hypotheses dealing with the s p e c i f i c c r i t e r i a areas of the Faculty Content Examination, with the exception of one and parts of another, were accepted by both the treatment and control groups, thus r e j e c t i n g the a l t e r n a t e hypotheses. The null hypotheses dealing with the c l u s t e r s of the Schein Public Opinion Questionnaire II (the a t t i t u d e examination) were accepted by both treatment and control groups, r e j e c t i n g the a l t e r n a t e hypotheses. The c r i t e r i a areas of the two content examinations and the c l u s t e r areas of the Schein Public Opinion Ques t i o n n a i r e II were g e n e r a ll y not sup portive of the general hypothes i s . The treatment group of the Personnel and Manage ment block for the two t ri m e s t e r s tested achieved s i g n i f i c a n c e in every case in the Faculty Content Examination 1 5 k and the Schein Public Opinion Q u e s tio n n a ire , while the treatment group for the Human Resource Management block obtained s i g n i f i c a n c e fewer times. The same group had a g re a t e r percentage of s i g n i f i c a n c e for the in d iv id u a l c r i t e r i a areas of the Faculty Content Examination than did the corresponding group fo r the Human Resource Management block. Both treatment groups achieved s i g n i f i c a n c e on only one in div id u al c l u s t e r out of the six for the Schein Public Opinion Questionnaire I I . For the Human Resource Manage ment block, the c l u s t e r where s i g n i f i c a n c e was obtained was number k ( " a t t i t u d e s toward people and groups"). The c l u s t e r where the Personnel and Management block obtained s i g n i f i c a n c e was number 6 ("m is c e ll a n e o u s " ). CONCLUSIONS From the fin d in g s of the study, c e r t a i n conclusions were made concerning the BSAS program: 1. From the r e s u lts of the treatment and control groups, i t is concluded that a du lt students in the BSAS program gain in knowledge and a t t i t u d e at a s i g n i f i c a n t l y higher rate than a control group. Also, these adu lt s t u dents d i f f e r in a s i g n i f i c a n t manner from t h e i r previous status a f t e r having been exposed to the program. 2. The i d e n t i f i a b l e gain made by the students was produced by the program-- th at is, by f a c u l t y and c u r r i c u l a . 155 3. The program as i t is now fu nc tio n in g does not meet a l l of the s p e c i f i c goals and o b j e c t i v e s estab li sh ed by the f a c u l t y and students which were used as c r i t e r i a . k. The program impacts the students' a t t i t u d e s toward the world of business and ind us try. 5. Students gain in knowledge and a t t i t u d e s as they proceed through the program. 6. The questions used to construct the Faculty Content Examination for the Personnel and Management block were more rel iable than those questions used to construct the Faculty Content Examination for the Human Resource Management block. 7 . With some adjustments, the model used to evaluate this program could be s u i t a b l e to ev aluate other programs. RE COMMEN DAT IONS The f o ll o w in g recommendations are o f f e r e d : 1. The goals and o b j e c t i v e s es ta b lis h e d by s t u dents and f a c u l t y which were used as c r i t e r i a for the f a c u l t y in con stru ctin g content examinations lacked c l a r i t y and p r a c t i c a l i t y . These goals and o b j e c t i v e s should be b e t t e r defined and put in more measurable terms, taking into account a t t i t u d e s , knowledge, and s k i l l s . 2. Catalog course d e s c r ip tio n s used by the f a c u l t y and students to develop goals and o b j e c t i v e s for the 1 56 content areas were abbreviated to the point that i t was d i f f i c u l t for some f a c u l t y members and students to se le ct course goals and o b j e c t i v e s . The catalog course d e s c r i p tions should be c l e a r l y w r i t t e n , s t a t i n g as ne a rly as pos s i b l e what should be covered in each content area. 3. To provide for content consistency among the various sections of the same block being taught, the f a c u l t y members teaching each content area should be provided with a standardized sy lla b u s . b. If this model is used again, a p i l o t study should be conducted using the content examinations in an e f f o r t to r e f i n e them. 5. Because the program under study has classes throughout the Los Angeles basin, using various i n d u s t r i a l f a c i l i t i e s and some o u t - o f- to w n l o c a t i o n s , it is recom mended that class locations be a p p r o p r i a t e l y s i tu a te d with adequate f a c i l i t i e s for a good learning environment. 6. Because the control group consisted of organ i z a t i o n a l peers, a more randomized formal grouping of the control group should be made in s i m i l a r s tu di es . 7. In an e f f o r t to understand b e t t e r the BSAS student po p ula tion, more demographic data should be gathered regarding these students. 8. In an e f f o r t to r e f i n e the e v a lu a ti o n model used and to provide guidance and d i r e c t i o n to the BSAS 1 57 program f a c u l t y members, a d d it io n a l e v a lu a ti o n of the program should be undertaken. 158 B I BLIOGRAPHY 1 59 BIBLIOGRAPHY A l l p o r t , Gordon W. “A t t i t u d e s , 1 1 A Handbook of Social Psycho 1og y, ed. C. Marchi son. Worcester: Clark U n i v e r s i t y Press, 1935* Anderson, Richard C., and others. Current Research on I n s t r u c t i o n . Englewood C l i f f s : Prentice-Ha 1 1 , 1969. Anderson, Scarvia B., Samuel B a l l , and Richard T. Murphy. Encyclopedia of Educational Ev alu ation: Concepts and Techniques for Evaluating Education and T rai ni ng Programs. San Francisco: Jossey-Bal 1 , 1975* Apple, Michael W., Henry S. L u f l e r , J r . , and Michael J. Subkoviak. Educational Evaluation: Analysis and Res pon s ? b i 1 ? t y . Berkeley: McCutchan Publishing Corporation, 197*1. A s ti n , Alexander W. “ Further V a l i d a t i o n of the En viron mental Assessment Technique," Journal of Educational Psychol ogy , Lll (19 61 ), 3 0 8 - 3 1 Ayres, Leonard P. “ Hist o ry and Present Status of Educa t io n al Measurements," The Measurement of Educational P rod ucts (171 h Yearbook of the National Society for the Study of Education, Part l l ) . Bloomington, I l l i nois: Public School Publishing Co., 1918. Baker, Harry D. “The Eff e c t iv e n e s s of Company-Sponsored Educational Programs f o r Non- Supervisory Exempt Employees." Unpublished D o c to r ’ s d i s s e r t a t i o n , The George Washington U n i v e r s i t y , 1970. Bednar, James D. “The Doctoral Program in a Selected College of Education: A Functional A n a l y s i s . " Unpub lished Doctor's d i s s e r t a t i o n , U n i v e r s i t y of Oklahoma, 1971 . B e l l , DanPel. The Reforming of General Education . New York: Columbi a Uni vers it y Press , 1966. Bigman, Stanley K. “ Evaluating the Eff e c t iv e n e s s of Religious Programs," Review of Religious Research, II (1961 ), 99-100. 1 6 0 Bloom, Benjamin S. Taxonomy of Educational O b j e c t i v e s . Handbook I , Cognitive Domain. New York: David McKay Company, 1956. Bock, Lorraine N. "A Comparative Analysis of the Basic Components of O f f i c e Work." Unpublished D o c to r ’ s d is- s e r t a t i o n , U n i v e r s i t y of C a l i f o r n i a at Los Angeles, 1 973. Boggs, Lohnie J . , and ot hers. "Needed Research in Business Education," Delta Phi Epsilon (September, 1972). Bowen, Robert L. "An Ev al u at ive Study of an I n d i v i d u a l i z e d Math Team Program." Unpublished Doctor's d i s s e r t a t i o n , U n i v e r s i t y of Southern C a l i f o r n i a , 197^. Brandmeir, Jack W. "An Analysis of A t t i t u d e s of Business A d m in istra ti o n Majors at Graduated, Senior and Fresh men Levels About Selected Business System Environmental Concepts." Unpublished Doctor's d i s s e r t a t i o n , U n iv e r s i t y of Washington, 1969. Brubacker, John S., and W i l l i s Rudy. Higher Education in T r a n s i t i o n . New York: Harper and Row, 1968. Campbell, Donald T . , and Julian C. St an le y. Exper i men t a 1 and Quas?- Experimenta1 Designs for Research . Chicago: Rand MeNa1 1y , 196 3 • Carpenter, P., and M a r jo r i e Rapp. Testing in Innovative P rog rams. Santa Monica: Rand Co rp or atio n, 1972. Ca rter , Percy B. "An Appraisal of the Doctoral Program in School A d m i n i s t r a ti o n at Indiana U n i v e r s i t y . " Unpub lished Doctor's d i s s e r t a t i o n , Indiana U n i v e r s i t y , 1367- Chabotar, Kent J. "Management Development: A Tr aining Evaluation Model," Tr ai ni ng (J u ly, 197M» PP* ^2-50. Clar k, Douglas L., and Egon G. Buba. "An Examination of P o te n ti al Change Roles in Education." Paper read at the Symposium of Innovation in Planning School Cur r i c u l a , A i r l i e House, V i r g i n i a , October, 1965* Clucas , Helen S. "The R e la t i v e E f f e c t iv e n e s s of Three Methods of Teaching Elementary Algebra in Community Colleges When Sex and A b i l i t i e s of the Student are Considered." Unpublished Doctor's d i s s e r t a t i o n , U n iv e r s it y of Southern C a l i f o r n i a , 1972. 1 6 1 Conant, James B. The American High School Today. New York: McGraw-Hill, 195 9- Cronbach, Lee J. "Course Improvement Through E v a l u a t i o n , " Teachers College Record, LXIV (196 3 ), 6 72^-683* . Educational Psychology. New York: Harcourt , Brace and Wo r i d , 1963- ____________ Evaluation for Course Improvement. Englewood Cl i f f s : Prent i ce-Hal 1 , 1 S6~3~. ~ ” C r o t t y , P h i l i p T. "Development Programs fo r Mature M a n a - gers," Business H o r i z o n s , XVI I, 6 (December, 197*0, 8 0 - 8 6 . C u r t i s , David V., and Jerome F. Wartgow. Evaluating Non - t r a d i t i o n a l Higher Education: A New P e r s p e c t i v e . Washington, D. C.: United States Department of He alth , Education and W e l fa r e , 1972. Da tta , L o i s - e l l in. Planned V a r i a t i o n : An Evaluation of an E v alu ati ve Research S t u d y . Washington, D. C.: United States Department of He a lt h , Education and W e l fa r e , 1972. Dawson, L e s li e M. "General A t t i t u d e Toward Business as a Job Performance P r e d i c t o r , " Personnel Journal , XLIX, 1 (January, 1970), 52-56. Dillman, Matheny, and Harold F. Rahmlow. W rit in g I n s t r u c tio n a l O b j e c t i v e s . Belmont: Fearon Pu blishers , 1972. Dole, Charles E. "An Evaluation of the United States Air Force Flying Safety O f f i c e r Course at the U n i v e r s i t y of Southern C a l i f o r n i a , " Unpublished Doctor's d i s s e r t a t i o n , U n i v e r s i t y of Southern C a l i f o r n i a , 1972. Donaldson, Theodore. Data Requirements for Ev alu atio n: A Review of Educational Research. Santa Monica: Rand Co rp or atio n, 1971. Doty, Gerald H. "An Appraisal of the Program Leading to The Doctor of Education Degree at Indiana U n i v e r s i t y , Based on a Follow-up Study of Its Graduates." Unpub lished Doctor's d i s s e r t a t i o n , Indiana U n i v e r s i t y , 1969 Dressel , Paul L. Evaluation in the Basic C o l l e g e s . New Y o r k : Harper, 1958. 1 6 2 Dressel, Paul L. Evaluation in General E d u c a tio n . Dubuque: W il li a m C. Brown Company, 1 9 5** • ___________ . "Eva lu a ti o n Procedures for General Education O b j e c t i v e s , " Educational Record ( A p r i l , 1950) pp. 97-122. ________________ , and Frances H. DeLisle. Undergraduate Curriculum Tr end s. Washington, D. C.: American Council on Education, 1 9 6 9 . and Lewis B. Mayhew. General Education Explo rations in E v a l u a t i o n . Washington, D. C American Council on Education, 195^* j __________ and ot h e rs . Cooperation in General Education: A Final Report of the Executive Committee of the Cooperative Study in General Ed u cat i o n . Wash ington, D. C.: American Council of Education, 19^7- Eckert, Ruth. "Ev a lu a tio n of General Educatio n," The F i f t y - F i r s t Yearbook of the National Society for the Study of Ed ucatio n. Part I. Chicago:. U n i v e r s i t y of Chicago Press, 1952. Education Commission of the St a te s . "Consumer Prot ec tio n in Postsecondary Educatio n." A Program Handbook. Denver: Education Commission of the S t a t e s , 197^. Education Commission of the St at es . "Consumer Pr ot ec tion in Postsecondary Education." The Report of the National I n v i t a t i o n a l Conference on Consumer Pr ot ec tion in Postsecondary Education. Report No. 53* Denver: Education Commission of the Sta te s, 197^. Eiken, Everett H. "The Doctoral Program in Education at Colorado State College: An Appraisal by the Gradu a t e s . " Unpublished Doctor's d i s s e r t a t i o n , Colorado State College, 1966. E l l i o t t , David R. "The F u l l e r t o n College Student T u t o r i a l Assistance Program: An E v a l u a t i o n . " Unpublished Doctor's d i s s e r t a t i o n , U n iv e r s it y of Southern C a l i f o r nia, 197^. Erickson, Lawrence W. "Basic Components of O ff ic e Work: An Analysis of 300 O ff ic e Jobs," South-Western Mono graphs in Business and Economic Ed u c a t io n , No. 123. Burlingame: South-Western, 1971. 163 Flanders, N. A. "Analyzing Teacher Be ha vi or ," Educational Leadership , XIX (19 61 ), 17 3- 18 0 . Fox, David J. The Research Process in E d uc at io n. New York: H o lt , Rin eh ar t, Winston, 1 "9 6 9 *" ™ Furst, Edward J. Constructing Evaluation In strum ents. New York: David Me Ka y Company, I n c T ” , 1 958. Gage, N. L . Handbook of Research on T e a ch in g. Chicago: Rand McNa1 1y 7 1 96 3 . ~~~ G a l b r a i t h , John Kenneth. Economic Development. Boston: Houghton M i f f l i n , 196 4. Gardner, John W. Excellence. New York: Harper and Row, 1961 . Gibbons, Helen E. "Evaluation in F i r s t - Y e a r Shorthand," Business Education Forum, X X I I I , b (January, 1969) 23-2V. “ Glaser, Robert. " I n s t r u c t i o n a l Technology and the Measure ment of Learning Outcomes: Some Q u e s t i o n s A m e r i c a n P s y c h o l o g i s t , XV11 I ( 1 963) , 51 9-521. Good, Carter V. In trod u ct io n to Educational Research. New York: Appleton-CenFi7ry-"Crof ts , 1 963 . ~ Goodwin, Leonard. "Academic World and the Business World: A Comparison of Occupational Goals," Soc i o 1ogy of Ed u cat i on , X L I I , 8 (Spring, 1 9 6 9) 3 17 0-187. Gordon, Robert A . , and James E. H o w e l l. Highe r Ed uc at ion f o r Bu sin e s s . New York: Columbia U n i v e r s i t y Press, 1 959. Gottman, John M., and Robert E. Clasen. E v a l u a t i o n in E d u c a tio n : A P r a c t i t i o n e r s ' G u i d e . I t a s c a : F. E. Peacock P u b l i s h e r s , 1972. Gonzales, F l o r a . "A C r i t i c a l E v a l u a t i o n of the Under- Graduate A c c o u n t in g C u r r i c u l u m in the P h i l i p p i n e C o l lege o f Commerce." Unpublished D o c t o r ' s d i s s e r t a t i o n , 1972. G u i l f o r d , J. P. Fundamental S t a t i s t i c s i n Psycho 1ogy and E d u c a t io n . New York: McGraw-Hi l l , 1 96 5 ~ 1 6b Gyves, John J. nAn E v a l u a t i o n o f the E f f e c t s of an In- s e r v i c e T r a i n i n g Program on the I n s t r u c t i o n a l Behavi ors and A t t i t u d e s o f Teachers w i t h i n the Pontoon T r a n s i t i o n a l D e s i g n . " Unpublishe d D o c t o r ' s d i s s e r t a t i o n , U n i v e r s i t y of Southern C a l i f o r n i a , 1972. Hanson, Kermit 0. "B usine ss Schools in P e r s p e c t i v e , " Montana Business Q u a r t e r l y , X , 3 ( Summer, 1972), 7 ” 1 2 . Heath, R. W. " C u r r i c u l u m , C o g n i t i o n , and E d u c a t io n a l Measurement," E d u c a t io n a l and P s y c h o l o g i c a l Measure- men t , XXIV ( 1 9 £ T T , 2 3 9"’- 2 T 3 r ~ " “ New C u r r i c u l a . New York: Harper and Row, TsPT— -------------------------------------------------------------- H i l l e s t a d , M i l d r e d . " W r i t i n g a Research R e p o r t , " Business Ed ucatio n Fo rurn, XXVI, 5 ( F e b r u a r y , 1 972 ), 2 7 " 2 9. Hines, Ev erett B. A Testing Program for In tr o d u c to ry A c co un ting. Washington, D. C.: United States De part ment of Health, Education and W el fare, 1973* Holbrook, Steven T. " I n t e r d i s c i p l i n a r y Approach to the T r a in in g of Ph. D.'s in the School of Education at Northwestern U n i v e r s i t y . " Unpublished Doctor's d i s s e r t a t i o n , Northwestern U n i v e r s i t y , 1970. Horney, Karen. Our I n n e r - C o n f l i c t s : A Constructive Theory of N e u r o s i s . New York: Norton, 19A5• Houle, Cyri l 0. The External Degree . San Francisco: Jossey-Bass, 1973- Isaac, Stephen, and W il li a m B. Michael. Hand book i n Research and Ev alu a ti o n . San Diego: Robert R. Knapp, 1971. Jacob, Paul E. Changing Values in College: An Ex plo ra tory Study of the Impact of College T e a ch in g. New York: Harper, 1957. Jorgenson, E laine. "An Evaluation of Oklahoma's Exemplary Vocational Education and Occupational O r i e n t a t i o n Program." Unpublished Doctor's d i s s e r t a t i o n , Oklahoma State U n i v e r s i t y , 1973* K e r l i n g e r , Fred N. Foundations of Behavioral Research: Educational and Psychological I n q u i r y . New York: H o lt , Rinehart and w TliTtolTT^T^^T"™ ™ " 165 Klaus me i e r , Herbert J . , and W il li a m Goodwin. Lea r nIn g and Human Abi l i t i e s , Education Psychology. New York: Harper a n~T~lfo” w^ f 9£T(T. ~ ~ Krathwohol, David R., Benjamin S. Bloom, and Bertram B. Masia. Taxonomy of Educational O b j e c t i v e s . Handbook I I : A f f e c t i v e Domain. New York: David McKay Company, 1964. Lanham, Frank W., and J. M. T r y t t e n . Review and Synthesis of Research in Business and O ff ic e E d u c a tio n . U. S. Educational Resources Information Center, ERIC Document Ed 011 566, August, 1966. Larson, Lehmen, and Raymond Loer. "Evalua tion of C i v i l S t r u c t u r a l Curriculum in Terms of Ratings by Employers and T e c h n ic ia n s ." Washington, D. C.: O ff ic e of Health , Education and W el fa re, 1974. (Mimeographed.) Lehmann, Irwin J . , and W il li a m A. Mehrens. Educational Research Readings in Focus. New York: H o l t , Rinehart and Winston, 1971. L i n d q u i s t , E. F. Educational Measurement. Washington, D. C.: American Counsil on Education, 1951. L i n d v a l l , C. M. De fin in g Educational O b j e c t i v e s . P i t t s burgh: U n i v e r s i t y of Pi tts b ur gh Press, 1 and Richard C. Cox. Evaluation as a Tool in Curriculum Development: The IP! Ev alu ation Program Chicago: Rand'McNally, 1970. L i v e l y , Edwin L. Doctoral Programs in New and Emerging Inst i t u t i o n s - -To Be or Not to Be? Washington, D. C.: Council of Graduate Schools in the United St a t e s , 1970 Mager, Robert F. Preparing Objectives for Programmed I n s t r u c t i o n . Belmont: Fearon, 1962. Manmohan, Sigh S e th i. "Management Tr aining Program in a Discount S t o r e . " Unpublished Master's t h e s i s , A tlanta U n i v e r s i t y , 1968. Manos, James Anthony. "An I n v e s t i g a t i o n of Student A t t i - tudes Toward Business." Unpublished Doctor's d i s s e r t a t i o n , U n i v e r s i t y of Southern C a l i f o r n i a , 1974. 1 6 6 Mauss, Gordon E. "The Impact on Community College Students of an O r i e n t a t i o n Course Emphasizing the Nature, Func t i o n s , and Purposes of Higher Educatio n." Unpublished Doctor's d i s s e r t a t i o n , U n i v e r s i t y of Southern C a l i f o r n i a , 1 975. Mayhew, Lewis B. "The C r i t i c a l Incident Technique in Educational E v a l u a t i o n , " Journal of Educational Research , XLIX, 4 (Apr i 1 , H 1 T ^ T T T 9 T ^ 5 T B T “ " “ McCluskey, Lawrence. "Program Ev alu atio n: An Overview," MS S C Exchange. XXXI, 6 (February, 1973), 1 -5. McGrath, Earl J. "The Need for Experimentation and Research," General Education in T r a n s i t i o n e d . H. T. Morse. Minneapolis: U n i v e r s i t y of Minnesota Press, 1951. McGuire, C h r i s t i n e H., and D. Babbott. "Simula tion Tech nique in the Measurement of Problem-Solving S k i l l s : A Technological or Conceptual I n n o v a ti o n , " Journal of Educational Measurement (1966). McKeachie, W il b e r t J. The Appraisal of Teaching in Large U n i v e r s i t i e s . Ann Arbor: U n i v e r s i t y of Michigan, 1 959. McKinney, James D., and Loretta Golden. "E va lua tio n of an Occupational Education Model fo r Primary Grades." Unpublished Doctor's d i s s e r t a t i o n , North Carolina Uni vers i t y , 1 973. Merwin, Jack C. " H i s t o r i c a l Review of Changing C o n f l i c t s of E v a l u a t i o n , " S i x t y - E i g h t h Yearbook of the National Society for the Study of Education ed. R. W. T y l e r . Chicago: U n i v e r s i t y of Chicago Press, 1960. M il es, Ma thew B. Innovations in E d u c a tio n . New Y o r k : Bureau of P u b l i c a t i o n s , Teacher's College, Columbia U n i v e r s i t y , 1964. M i l l e r , Delbert C. Handbook of Research and Social Mea s u remen t . New York: David McKay Company, 1 970. M i l l e r , Robert D. Evalu ation in Higher E d u c a tio n . T a 1 1 a - has see:: The; F l o r id a State Un i ve rs i t y , 19 5^• M i 1wa u kee Public Schools. Planning Document IV: Proce dures for Program Ev al u at io n . Washington, D. C.: United States Department of He alth , Education and We 1 fa r e , 1 972 . 167 Miner, John B. "The OD-Management Development C o n f l i c t , " Business Horizons (December, 1973)? pp. 31 — 3 6 . . "The Real Crunch in Managerial Manpower," Harvard Bus i ness Review, L I, 6 ( NovemberTDecember , 19731, 1*16-158. . Studies in Management Education . New York: Springer Publishing Company, 1 9 6 5. Nie, Norman H., Dale H. Bent, and C. Hadlai H u l l . S t a t i s - t i c a l Package for the Social Sciences . New York: Me G raw-H i 11 , 1970. Oppenheim, A. N. Quest ionnaire Design and A t t i t u d e Mea s u remen t . New York: Basic Books ~ 1~9 6 6~ Osgood, C. E., G. J. Suci, and P. H. Tannenbaum. The Meas u remen t of Mean i ng. Urbana: U n i v e r s i t y of I l l i n o i s P res s , 1 957. Pace, C. Robert. "When Students Judge Their C o l l e g e , " College Board Review, L V IM (Win te r, 1 9 6 5 “ 6 6) , 26-28. Pearce, Frank C. I n d u s t r i a l Management Programs at College of San Mateo. Washington, D. C.: United States Department of H e a lt h , Education and W e l fa r e , 1968. P e l l e g r i n , R. J. "Analysis of Sources and Processes of Innovation in Education." Eugene: Center for the Advanced Study of Educational A d m i n i s t r a t i o n , U n i v e r s i t y of Oregon, 1966. (Mimeographed.) Peper, John B. An Ontological Mode 1 of Ev alu atio n: A Dynamic Model for Aiding Org an izat io n al Development. Washington, D. C.: United States Department of Health , Education and W e lfa re , 1973* Pepperdine U n i v e r s i t y . Pepperdine U n i v e r s i t y A c c r e d i t a - t i on Re p o r t . Los Angeles: Pepperdine U n i v e r s i t y , 1 9 7 5 T ' ___ _ _ _ _ _ ___• "School of Business," Pepperd i ne Un i vers j t y B u 1 1 e t ? n , XXXVII, 3 (March, 1 97 V) . Popham, W. James. An Evaluation Guidebook: A Set of P r a c t i c a l Guidelines fo r the Educational E v a l u a t o r . Washington, D. C.: Department of the I n t e r i o r , 1971. 1 6 8 Popham, W. James. Educational E v a l u a t i o n . Englewood C l i f f s : P r e n t i c e - H a l l , 1975. _ _ _ _ _ _ _ _ _ _ _ _ _ _ ____________ • The Uses of I n s t r u c t i o n a l Objectives : A Personal P e r s p e c t i v e . Belmont: Fearon, 1973. Rapp, H a r j o r i e L. Ev alu ation as Feedback in the Program Development C y c l e . Santa Monica: The Rand Corpora t i o n , i T s y r Reed, Charles B. “ Doctoral Graduates in Education of the George Washington U n i v e r s i t y - - F e b r u a r y , 1960-1970." Unpublished D o c t o r l s d i s s e r t a t i o n , The George Washing ton U n i v e r s i t y , 1970. Riecken, Henry W. The Volunteer Work Camp: A Psycho logical E v a l u a t i o n . Cambridge: Addison-Wesley Press, 1952. Roach, D a rr e ll E., and Raymond R. Davis. " S t a b i l i t y of the St r u ct u r e of Employee A t t i t u d e s : An Empirical Test of Factor I n v a r i a n c e , " Journal of Applied Psy- ch ology , L V I I I , 2 ( 1 9 7 3 ), 181 -185- Roning, James L. "An Evaluation of I n s t r u c t i o n by Student Led Discussion in the College Classroom." Unpublished Doctor's d i s s e r t a t i o n , U n i v e r s i t y of Southern C a l i f o r n i a , 1972. Rossini, M aril yn. "A T r a i n i n g Session for Business," Journal of Business Education (January, 1971)> PP« 1 5 3 - 15V. Roueche, Johne, and R. V/ade Kirk. Catching Up: Remedial Edu ca t i o n . San Francisco: Jossey-Bass, 1973* Ruesch, J. Disturbed Communications. New York: Norton, 1957. Sagen, H. Bradley, and o th er s. New Approaches to Under- Graduate E d u c a t io n . Washington, D. C.: American Association f o r Higher Education, 1972. Sax, G i l b e r t . Empirical Foundations of Educational Resea r c h . Englewood C l i f f s : P r e n t i c e - H a l l , 1968. Schein, Edgar H. " A t t i t u d e Change During Management Educatio n," A d m i n i s t r a t i v e Science Q u a r t e r l y , 11, 4 ( 1 967) , 601 -S1T37 169 Sc riven, Michael. “ The Methodology of E v a l u a t i o n , " Re r - spectives of Curri c u l u m E v a l u a t i o n . Chicago: Rand McNally and Com p a7Ty*7~ 1967 • Simpson, Ray H., and J. M. Seidman. Student Evaluation of Teaching and L e a rn in g . Washington, D. C.: Ameri- can Association of Colleges for Teacher Education, 1 962 . Smith, Edward R., and R. W. T y l e r . Appraising and Record ing Student Progress . Vol. I l l : Adventure in American Educat ion . New York: Harper and Row, 1 s'h'2 T ~ ~ " Snow, Glenn G. “An Analysis of the Doctoral Level Pre paration Programs in the Field of I n s t r u c t i o n a l Tech nology at Selected I n s t i t u t i o n s . " Unpublished Doctor's d i s s e r t a t i o n , Michigan State U n i v e r s i t y , 1969. Somers, Walter R. “An Appraisal of the Graduate Programs Leading to the Doctor's Degree at Ball State U n i v e r s i t y Based on a Follow-up Study of Its Graduates." Unpub lished Doctor's d i s s e r t a t i o n , Indiana U n i v e r s i t y , 1970. Spence, Janet T . , and ot hers. Elementary S t a t i s t i c s . New York: A p p le t o n - C e n t u r y - C r o f t s , 1968. Stake, Robert E. “The Countenance of Educational Evalua t i o n , " Teachers College Record, L X V I I I , 7 ( A p r i l , 1967), 523-5^0. _____ • “The Countenance of Educational Evalua t i o n . " Urbana: U n iv e r s it y of I l l i n o i s Center for I n s t r u c t i o n a l Research and Curriculum E v a lu a tio n , 1966. (M i meog raphed.) .. “Toward a Technology for the Evaluation of Educational Programs," Perspectives of Curriculum E v a l u a t i o n , eds. Ralph W. T y l e r , Robert M. Gagne, and Michael Scriven. Chicago: Rand McNally, 1967* St ew art, Marvin R. “The Doctoral Program in Educational A d m inistra ti on and Supervision at the Un i vers i ty of Southern C a l i f o r n i a . " Unpublished Doctor's d i s s e r t a t i o n , U n i v e r s i t y of Southern C a l i f o r n i a , 1972. Strauss, George, and Leonard R. Sayles. P e rs o n n e l: The Human Problems of Management. Englewood Cl i f f s : P r e n t i c e - H a 11, 1972. 1 70 Strom, Wayne L. “A D i s c r i m i n a t i v e Study of the Ps y ch ol og i cal Impacts of Advanced Management Education on .Ex per ienced P r a c t i t i o n e r s . 1 1 Unpublished Doctor's d i s s e r t a t i o n , Universi ty of C a l i f o r n i a at Los Angeles, 197^* Stude, Ever et t W. "Evalua tion of Short-Term T r ai ni ng s for R e h a b i l i t a t i o n Counselors: E f fe c tiv e n e s s of an I n s t i tu te on Ep il e p s y ." Unpublished D o c t o r ' s , d i s s e r t a t i o n , Universi t y of Southern C a l i f o r n i a , 1 97 2. S u c h m a n , Ed w a nd A . E v a lu a ti v e Research: Pri nci pies and P r ac ti ce in Pubd ic Service and Social Action Programs. H a rt ford: Connecticut Pri n't ers, 1 967. T a b a , H i l d a ^ Curriculum Development: Theory and P r a c t i c e . New York: Harcour t , Brace , and Wor ld , 1962. Thorndike, Edward L. Educational Psychology. New York: Lenche and Buechner, 1903* Thorn d i k e , Rober t L . , and’ E1 i zabe t h Hagen. Heasurernen t and Evaluation in Psyc h o 1ogy and Education . New York: John W i J e y and Sons, HP3 6 9T " T o l l e y , Wi 11 i am P. , and .others. Cooperation in General E d u c a t ion. Was h i ng t o n , D. C. : Amer ican Counci 1i on Education, 19^7- Torgerson , W . S . T h eo r.y an d Methods of Scaling . New York: W i 1 ey , 1 9 5B~* Trump, J . L '-J '• New D ? recti on s t o Qu a 1 ? t y ■ Ed ucat ion: The Seconda ry School, Tomor row. Washington, D. C . : N a t i o n al As s oc i .a t ion of Secondary School P r i n c i p a l s , 1 9 6 0 . Turneyy B i l l y , and George Robb. Research in Education: An I n t rod uct.i on . Hinsdale, I l l i n o i s : The Dryden Press, 1 971. Tussman, Joseph.' Experiment ,at B e r k e l e y . Oxnard: Oxnard Un i versbty Pres s , Tl 9 6 9 .~ ~ ~ T y l e r , Ralph W. - Constructing Achievement T e s t s . Columbus: Ohio State U n i v e r s i t y , 1 93^"*. _______ _ _ _ _________. "Outlook for the F u t u r e ," Educational Ev aluatio n: . New Roles, New Means. T h e S i x t y - e i g h t h Yearbook of the N a t i o n a l , Society for the Study of Education., ■ Part I I . Chicago: U n iv e r s it y of Chicago P ress , 1969• 171 T y l e r , Ralph W., Robert M. Gagne, and Michael Scriven. Pe r s pectives of Curriculum Evaluation . Chicago: Rand McNally and Comp any, 1967* Van Dalen, Deobold B. Understanding Educational Research. New York: McGraw-Hill, 1971- Van Dyne, Larry. "Consumer Forces Eye School Abuses," The Chronicle of Higher E d u c a tio n , IX, 12 (December, 1 97^) • Waldron, W il f r e d R. "A Survey of Doctoral Programs in Higher Education at Selected American U n i v e r s i t i e s . " Unpublished Doctor's d i s s e r t a t i o n , Arizona State U n i v e r s i t y , 1970. Walker, Helen M., and Joseph Lev. S t a t i s t i c a l Inference . New York: Henry Holt and Co., 19 5 3- Watson, Charles E., and Alexis L. Grzybowski. "What Your Company Should Know About T u i t io n Aid Pla ns ," Business Hori zons, XIX, 5 (October, 1975), 75-80. Webster's Seventh New C o l l e g i a t e D i c t i o n a r y . S p r i n g f i e l d : G. C. Merriam Company, 1971- Wheaton, Wilbur D. "An Evaluation of an I n d i v i d u a l i z e d Learning Program in a C a l i f o r n i a Union High School." Unpublished Doctor's d i s s e r t a t i o n , U n i v e r s i t y of Southern C a l i f o r n i a , 1971. Wilson, John A., Mildred C. Robeck, and W il li a m B. Michael. Psycholog ical Foundations of Lear ning and Teaching . New York: McGraw- Hill, 1969. Wolf, Robert L., and George Arns tein. " T r i a l by Jury: A New Evaluation Method," Phi Delta Kappan, LVI I , 3 (November, 1975), 185-190. Woodring, Paul. "Who Should Go to College?" Phi Delta Ka pp a n (Fastback Series #10). Bloomington: Phi Delta Kappan, 1972. Worthen, Blaine R., and James R. Sanders. Educational Evaluation: Theory and P r a c t i c e . Worthington: Charles Jones, 1973- 172 APPEND IXES 173 APPEND I X A FACULTY CONTENT EXAMINATIONS USED FOR TESTING 17* Name: PERSONNEL AND MANAGEMENT COMPREHENS IVE EXAM I NAT I ON True and False: Put X before true statements and 0 before f a l s e statements. 1. The d i f f e r e n c e s between b l u e - c o l l a r and w h it e - c o l l a r work are d e c l i n i n g . 2. An a r b i t r a t o r ' s decision based on his i n t e r p r e t a tion of the con tr ac t is normally f i n a l . 3. A mode 1 is a complex and d e t a i le d re p re s e n t a tio n of the actual s i t u a t i o n or o b j e c t . A. The basic functions of management are: planning, o r g a n iz i n g , m o t i v a t i n g , and c o n t r o l l i n g . 5. A systems approach to management does not take into con sider atio n a l l segments of the o r g a n i z a t i o n . 6. Job enlargement, job s p e c i a l i z a t i o n , and job r o t a t i o n are examples of p o s i t i v e ways in which management can improve mass-product ion jobs. 7. When a u t h o r i t y is delegated , an o b l i g a t i o n is placed on the subordina te. 8. The Federal Mediation and C o n c i l i a t i o n provides a neutral middleman to help labor and management solve t h e i r disputes. 9. I f assigned to a s t a f f o f f i c e from l in e d u t i e s , you w i l l no longer have a formal chain of command. 10. It has been proven that a high morale us ually r esults in high p r o d u c t i v i t y . 11. Close supervision works best where the job provides i n t r i n s i c job s a t i s f a c t i o n . 12. Job s e c u r it y is an example of a secondary need. 175 13. Rules are a means by which the decision-making a c t i v i t i e s of subordinates are programmed so that i t is unnecessary fo r every decision to be r e f e r r e d to the s uperv i s o r . 1A. In Mas low1s "needs hypothesis" a higher less basic need does not provide m o tiv a tio n unless a l l lower more basic needs are l a r g e l y s a t i s f i e d . 15* A po lic y is more s p e c i f i c in nature than a r u l e . 16. In the case of important p o l i c i e s , oral communi cation is b e t t e r used as a supplement to, ra th e r than a s u b s t i t u t e f o r , w r i t t e n communication. 17* Absenteeism has a d i r e c t r e l a t i o n s h i p to the type of job an in div id u a l has and is highest in jobs which are most r e p e t i t i v e . 18. Most workers attempts to adjust to mass produc tion work are rather harmless to the o r g a n i z a t i o n . 19. Despite its many obvious p o s i t i v e aspects, con tinuous process technology has the decided drawback of for cing workers to work in almost to ta l i s o l a t i o n , thus severely impairing social r e l a t i o n s . 20. To provide worthwhile ass istanc e to the lin e o f f i c i a l , the s t a f f must know more about the s u b je c t, in some aspect at l e a s t , than the l i n e o f f i c i a l s . 21. Most mistakes are due to ignorance or lack of s k i l l , and can be handled through t r a i n i n g without resort to overt c r i t i c i s m . 2 2. Groups that p a r t i c i p a t e in s e t t in g goals for themselves seldom make higher demands fo r themselves than supervisors consider p r a c t i c a l . 2 3. Even without unions, much bargaining takes place between management and workers. 2k. D i s c i p l i n e can be looked at as a form of t r a i n i n g . 25. The primary o b j e c t i v e of the i n te rv ie w is to get the inte rview ee to l i s t e n to the i n t e r v i e w e r ' s comments and suggestions. 176 26. The success of operations research requires that an o r g a n iz a t i o n have the systems point of view. _27- Evidence supports the old t r a d i t i o n that the good supervisor is the one who r o l l s up his sleeves and works alongside his subordina tes. 28. Ad hoc committees are appointed to serve on a permanent basis. 2 9. A f i r m ' s p o l i c i e s must always be in w r i t t e n form. 30. A manager who is considered " jo b -c e n t e r e d " is in te r e s te d c h i e f l y in s a t i s f y i n g the needs of his subordinates. 31. A r e l a t i v e l y small po rtion of a manager's time is spent on making de c is io n s . 32. It is ea sier to communicate facts than values. 3 3. The " f r e e - f l o a t i n g " counselor is i n te re s te d p r i m a r i l y at g e t t i n g at the in te r v ie w e e ' s underlying feel i ngs . 3^ • One of the primary determinants of job s a t i s f a c tion is the length of the job cyc le. 35* The f i r s t step in dealing with re s is ta n c e to change is to bring the real problem out in the open and to e s t a b l i s h genuine two-way communication. 36. Primacy of planning stresses the fa c t that goal s e t t i n g and op e ra ti o n a l planning are necessary before any i n t e l l i g e n t co n s id e r a ti o n can be given to organ i z a t i o n a l r e l a t i o n s h i p s of s t a f f i n g , d i r e c t i o n , or c o n t r o l . 37* T r a d i t i o n a l l y , personnel work has been conceived of as a l in e fu n c t io n . 38. The four aspects of wage a d m i n i s t r a t i o n are: wage and sa lary surveys, job e v a l u a t i o n , merit r a t i n g , and in c e n t iv e s . 39* American managers who find themselves in the environment of for eig n business and for eig n cou ntries can expect to find the a t t i t u d e s of e f f i c i e n c y the same as at home. 1 2 2 . 40. The Management By Results approach devotes man agement e f f o r t s to unexpected or o u t - o f - l i n e p e r formance . 41. Systematic r o t a t i o n of managerial personnel r esults in the c r e a ti o n of s p e c i a l i s t s . _^2. A fundamental c r i t i c i s m of the t r a d i t i o n a l rating scale is that excessive emphasis is placed on p e r s o n a l i t y t r a i t s as opposed to measurable o b j e c t i v e per fo rmance. 3. There is no such thing as status apart from other i n d i v i d u a l s . h h . Democratic leadership tends to be j o b -c e n te re d and t y p i c a l l y permits g r e a t e r freedom to subordinates. 5 • Informal leaders usually are the same ones that are appointed by management as formal leaders. A6. The f l a t o r g a n i z a t i o n tends to encourage close super vision. 47* D e c e n t r a l i z a t i o n demands that a l l managers in the company share a common understanding of the methods and o b j e c t i v e s of the o r g a n i z a t i o n . kS. Learning is more e f f i c i e n t when a t r a i n e e has his learning periods d i s t r i b u t e d than i t is when he a t tempts to learn " a l l at once." k 9 • The Scanlon Plan is a very successful example of an individu al in c e n t iv e plan with a wage formula and a form of suggestive system. 50. The grapevine can be one of management's most e f f e c t i v e means of communication. 51• It is best i f a l l aspects of o r g a n iz a t i o n a l t r a i n ing programs are handled by the personnel department. 5 2. Functional status is based upon the type of work a c t i v i t y performed. 53. Most companies want s p e c i a l i s t managers at top l e v e l s . 5k, Job t i t l e s e f f e c t i v e l y communicate the content of a job. __________________________________________________________________________________17_8 5 5. The longer the se rv ice in a p a r t i c u l a r job, the more a b i l i t y one possesses in that job. 5 6. Testing is more useful in the h i r i n g of an i n d i vidual than in the placement of the individu al in the o r g a n i z a t i o n . 57* Management by Objectives is f u t u r e orient ed rather than past o r i e n t e d . 5 8 . !n recent times, we have seen a s h i f t from the social e t h i c to the Pro tes tan t E t h i c - ~ t h e e t h i c of ind ividu a l ism. 59. Job s a t i s f a c t i o n depends on the content and process of the work i t s e l f , whereas d i s s a t i s f a c t i o n depends on the environmental s e t t i n g of the job. 60. To the manufacturer, " q u a l i t y " r e f e r s to the highest level of q u a l i t y he is capable of producing. 61. The three d i s t i n c t patterns of leadership are democratic, l a i s s e z - f a i r e , and p a r t i c i p a t i v e . 62. It is always true that a happy employee is a productive employee. 6 3 . There is a reasonably close r e l a t i o n s h i p between the general social status of an occupation as es ta b lished in the community and its part i cu1ar status inside a business o r g a n i z a t i o n . 64. Job t i t l e s , o f f i c e f u r n i s h i n g s , and reserved parking spaces are a ll types of status symbols. 6 5 . Inbreeding is a danger of ext ensive r e l ia n c e upon i n te rn al r ecr u itm e n t. 66. Probably the best type of feedback between f i r s t 4 - l in e supervisors and t h e i r subordinates is through informal discussions rather than formal w r i t t e n r e p o r t s . 67* Most or g an iz atio n s f i l l the m a j o r i t y of t h e i r management needs through promotion from w i t h i n . 68. " B l u e - c o l l a r " jobs r e f e r to o f f i c e - d e s k work and manual-type work. 6 9 . Excessive s p e c i a l i z a t i o n deprives the worker of any real sense of s k i l l . 179 70. The halo e f f e c t is a natural tendency fo r the r a t e r to be influenced in r a tin g one f a c t o r by the kind of ra tin g he gives on another. MULTIPLE CHOICE: On the blank l in e w r i t e the l e t t e r of the item that best completes the statement. The f a t h e r of s c i e n t i f i c management was A. Moses B. Elton Mayo C. Frede rick W. Taylor D. V.A. Graicunas Which of the fo ll ow in g best describes s c i e n t i f i c managemen t ? A. The study of motions B. I n s t r u c t i o n of workmen in proper methods of job performance C. Systematic i n v e s t i g a t i o n of a l l the facts and elements connected with the work being managed D. None of these E. All of these An "ad hoc" committee may be defined as a (an) A. Special-purpose committee B. Committee on legal aspects of the business C. Committee on a d v e r t i s i n g policy D. Executive committee 1 80 AM of p a r 11 c the following are true regarding a .'group i p a t1 o n In management dec i s , i o n s. except; A, Guarantees' the decisions w ill be what ment wants' manager B . Provides social s a tis fac tio n of working t og e t he r c • Provides a feeling of i d e n t i f i c a t i o n group with the D . The group is usually more w i l l i n g to the necess i ty of management rs demands accept On many ethical questions such as using " i n s id e 1 1 information for personal advantage, it appears that execut i ves A. Are b a sic ally agreed on the ethical i d i f f e r in th e ir behavior s s ue but B . Generally see no ethical issue C . D if f e r considerably in t h e ir view of ethical issue the D . Accept the view that " i t ' s all right as you don't get caught" as long Although the time dimensions of long-range planning vary from industry to industry, planning is commonly considered long range i f it covers a time span of at least A. One year B . Two yea rs C . Five years D . Ten years Which of the following is NOT c h a r a c te r is t ic operations research o f A. Company-wide viewpoint B . Team approach C . S t a t i s t i c a l techniques D . Subjective judgment 1 8 1 — Forecasting is more closely related to which function? A. Planning B. Organ i z i ng C . D i rect i ng D . Control 1 i n g E . Moti vati ng The "open door" policy of many companies is ample of: an ex - A. employee bargaining B . the use of communication channels C . the use of appeal channels D. unsatisfactory worker-management relationships E . an attempt at c o n f l i c t reduction The use of a suggestion system is a form of: A. P a r t i c i p a t i v e management B . Decentralization C . Unilateral decisionmaking D . Autocratic management The Managerial Grid concept is most closely c i a ted with: a s so - A. Frederick W. Taylor B . Robert R. Blake and Jane S. Mouton C . Ernest Dale and Lyndall F. Urwick D . Ches ter Barnard E . Elton Mayo 182 T i me study refers to: A. Analyzing how a job is done B . Questioning whether work steps can be el i m i na ted C. Determining how long a given job takes D. Determining how a given job should be done E . All of the above -— W h 1 c h c ra t i of the following would best describe a demo- c type of supervision? A. Close supervision B . Laissez-fai re C . Autocratic D. General supervision E . Job-centered supervision V/hi ch of the following would best describe an auto- c r a t i c type of supervision? A. Close supervision B . La i ssez-fa i re C . Employee-centered supervision D . P a r t i c i p a t i v e management E . All of the above F . None of the above ___ Routing, scheduling, dispatching and follow-up are funct i ons of: A. Production control B . Inventory control C . Quality con t r o 1 D . Linear programming E . All of the above 183 The performance rating method which de-emphas i zes personality t r a i t s is: A. Rating scale B . Forced d i s t r i b u t i o n C . C r i t i c a l i nc iden ts D . Forced choice The trainin g technique which allows the most control i s : A. Lecturing B . Case method C . Conference D. Simulation E . T-g roup The typical present-day employee is best described as f o 1 lows: A. Emotional but not rational B. Rational but not emotional C . Neither emotional nor rational D * Both rational and emotional Human engineering is a type of industrial psychology which a t t e m p t s t o : A. Fit people to jobs B . Fit jobs to people C. Screen out applicants who do not f i t D. Design in dustrial machinery so that it can be used by all personnel hired 1 8 A An example of a performance test I s ; A. An in t e llig e n c e test 8 . A typing test C . An " i n-box" s i tuat i ona1 test D . A test of visual perception E . All of the above. 1 8 S NAME HUMAN RESOURCES MANAGEMENT COMPREHENSIVE EXAMINATION TRUE AND FALSE: Put a n X before true statements and 0 before false statements. MULTIPLE CHOICE: On the blank line write the l e t t e r of the item that best completes the statement. ______ 1. Knowledge of results and the motivational process are independent of each other in the learning s it u a tio n . 2. Reinforcement is most e f f e c t i v e if it occurs im mediately a f t e r the task has been performed. 3* Studies have shown that a wrong or unwanted re sponse is more l i k e l y to be eliminated by the absence of reinforcers than by punishment. _____ h. In assessing the trainin g requirements of an organization, the qu a lity of employee morale is considered in the approach referred to as A. organizational analysis B. operation analysis C. man analysis D. job analysis _____ 5. The physical symptoms of anxiety resemble those associated with A. fear B. worry C. hate D. depression ______ 6. A common withdrawal or escape reaction is A. compensation B. projection C. agg res s i on D. negativism 186 7. By crea ti ng conditions that f o s t e r dependency while emphasizing personal I n i t i a t i v e and i nde- pendence, o r g a n iz a t i o n s are often responsible for developing c o n f l i c t s In t h e i r members. 8. The incentive of a f f i l i a t i o n appeals to the individual ''s need for A. psychological security B. mutually satis fying relationships C. prestige and power D. a l 1 of the above 9 . Defensive behavior is l i k e l y to be suppressed in the subordinate when the appraisal interview is A. t e l l and listen B. t e l l and sell C . p r o b l e m s o l v i n g D. none of the above 10. Differences in need patterns among individuals are the result of differences in A. previous employment experiences B. socioeconomic status C. childhood experiences D. all of the above 11. The most common as well as the most desi rable type of defense mechanism is A. substitution B. aggression C. wi thd rawa1 D. anxiety 12. Motivation is concerned with the "why" of human behav i o r . 13. According to Theory Y, employees w i l l learn to accept r e s p o n s ib ili t y but are not l i k e l y to seek i t . 14. The group-centered supervisor emphasizes the importance of the group f u l f i l l i n g its respon s i b i l i t i e s and obligations to the larger organiza tion of which it is a part. 15. Of the substitute reactions to f r u s t r a t i o n , the least desirable is A. rational ization B. compens a t i on C. projection D. negativism ______________________________________ 1 87 1 6. J7- J 8 - J9- 2 0 . 21 . 2 2 . 23- 2k. One of the distinguishing c h a r ac te r is tic s of an organization that gives it a p a r tic u la r person^ a l i t y is its goals. The manner in which the group is to function is determined almost exclusively by the formal 1eaders . The theory of human motivation that provides the most detailed l i s t of needs is that of A. Freud B. Murray C. Adler D . Ma s1ow Motivation encompasses an i n d i v i d u a l s internal needs as well as his external goals. In order for the goals of the organization to be achieved and the psychological and social needs of its personnel to be s a t i s f i e d in the process, top management should continually engage in A. revision of the organizational charts B. keeping the chain of command open C. developing task s p e c ia liz a tio n D. organizational development The competent supervisor recognizes the problems of informal leadership and asks the informal leaders for suggestions only when circumstances require such action. According to Maslow, as needs at the lower end of the ladder are s a t i s f i e d , the higher level needs become dominant. One of the common reactions to fr u s t r a t io n is for individuals to engage in aggressive behavior. Defense mechanisms are A. conscious means of protecting one's s e l f - image B. unconscious means of protecting one's s e l f - image C. sometimes conscious means of protecting one's se1f - i mage D. sometimes unconscious means of protecting one's self-image 188 25. 26 . 27- 28 . 29. 30. 31 • 3 2 . Attitude formations are p r im a r ily concerned with A. internal motives of the individual B. personal ity, t r a i t s C„ the way. external things are viewed by the individual D. the way others accept your views Such techniques as fantasy, physical escape, suppress i on of problems'are used by students to A. build up th e ir self-concepts B. reverse, t h e ir self-opinions as fa ilu r e s C. convince teachers that nothing is bothering them D. avoid punishment Which of the following best describes the content of actual communication between a manager and subordinates A. facts but not feelings B. feelings but not facts C. neither facts nor feelings D. both facts and feelings a 11 ?t u d e may be defined psychologically as A. an opinion B. a series of opinions C. a tendency to form certain opinions D. the degree of favorableness or unfavorable ness of an expressed opinion At the top of Mas low's need hierarchy (ladder) is the need for s e l f - a c t u a l i z a t i o n . If managerial and supervisory personnel establish and keep formal communications operating e f f e c t i v e l y , t h e y need have l i t t l e ' c o n c e r n for the informal communication that may develop within the organization. Conflict d i f f e r s from f r u s t r a t io n in that it involves problems of.making choices. "Scapegoating" is a form of A. reg res s ion B. aggression C. f r u s t r a t i o n D. f i x a t i o n 189 33. 34. 35. 36. 37. 38. .3 9 . 40. The gre a t e s t d i f f i c u l t y in changing the person-' a 1 t t y I i e s in A. I n a b i l i t y to change body type B. d i f f i c u l t y in changing hormone balance C. de sire to pr ot ect s e l f -c o n c e p t D. lack of m otiva tion to change Subject: Adequate s e lf -c o n c e p t Which statement best describes a we 11-adjus ted teacher? A. r e a l i z e s a l l h i s l i m i t a t i o n s and t r i e s hard to overcome them B. commits himself to s o c i a l l y d e s ir a b l e goals and works e f f e c t i v e l y to achieve them C. is morally s t r i c t and assumes r e s p o n s i b i l i t y fo r his own and the students' behavior D. is liked and respected by his associates When employees are tre a te d as mature i n d i v i d u a l s , they become more highly motivated on the job. B a s i c a l l y , e f f e c t i v e communication is the respon s i b i l i t y of employees as well as managerial and supervisory personnel. In the communication process the step fol low in g the r ece ip t of a message is A. action B. decoding C. encodi ng D. none of the above An i n d i v i d u a l ' s i n t e r p r e t a t i o n of a fa c t is A. an opinion B. an a t t i t u d e C. a j u s t i f i c a t i o n D. a defense When an i n d i v i d u a l ' s behavior becomes more p r i m i - t i v e under st re s s , we ca ll such behavior A. reg res s i ve B. agg ress i ve C. f r u s t rated D. ne uro tic The term "morale" is used most c o r r e c t l y to describe how an in d iv idu al f e e l s about his job. 190 Subject: Adequate s e lf-c o n c e p t Students high in s e lf -a c c e p t a n c e But low In ac^ ceptanee of others are 1 i ke 1 y to A. avoid leadership r e s p o n s i b i l i t i e s B. be Impulsive and anxious C. overestimate t h e i r a c c e p t a b i l i t y to others D. e x h i b i t extreme s e l f - d e t e r m i n a t i o n and personal r e s p o n s i b i l i t y A sociogram Is usually prepared by the supervisor from personal observations that he has made of members of the work group. The most important fa c to r in morale is A. a com pe titiv e s p i r i t B . p a r t i c i p a t i o n C. exi stence of goals D. cohesiveness The most neglected dimension of communication is A. timing B. l i s t e n i n g C. encoding D. f i l t e r i n g The communication process begins with an idea or concept . According to Herzberg ,:s f in d i n g s , which one of the f o llow in g is not a motivator factor? A. a chievemen t B. recognition C. supervision D. r e s p o n s i b i l i t y A t t it u d e s are t y p i c a l l y acquired from A. one's parents B. one's peers C. the social class to which one belongs D. those with whom one i d e n t i f i e s himself People tend to react to stimul i on the basis of A. o b j e c t i v e c h a r a c t e r i s t i c s of the st im u li B. t h e i r perceptions of the st imul i C. t h e i r st at e of f a ti g u e D. t h e i r previous experiences with those stimul i I f one wishes to understand how another I n d i v i dual perceives a given issue, he can best acheive this by A. using none va 1 ua t i ve .listening B . determining his st a tu s in the o r g a n iz a t io n C. avoidance of unnecessary d i l u t i o n D . all of the above 50. Most people are good l i s t e n e r s because t h e i r success in school and on the job depends upon i t . 51* The primary d i f f e r e n c e between wants and needs is that wants are conscious. 52. "Adaptive" behavior is behavior which A. leads to a goal B. promotes emotional w e l l - b e i n g C. produces f r u s t r a t i o n D. is commonly described as "gi vin g in" 53* When a person explains why he acted as he did, his explanation A. may be qui te inaccurate B. demonstrates prem editation C. es tab lish es the presence of insi ght D. c o n s ti t u te s r a t i o n a l i z a t i o n 5 ^ * S u b j e c t : Encouraging s e lf -u n d e r s t a n d in g and s e l f - accep tance Experiencing f a i l u r e in school is A. necessary as a pr ep a ra tio n to meet f a i l u r e in adult l i f e B. necessary i f those a t t a i n i n g success are to ascribe any meaning to success C. shown by research to be completely unneces sary D. productive adults have a h is to r y of successes 5 5* Theory Y was formulated by A. A rgy r i s B . Mas1ow C. McG rego r D. L i ker t 5&. Feedback is as important in nonbusiness as in business o r g a n iz a t i o n s . 1 92 57 v 58. 59. 6 0 . 6 1 . 6 2 . 63. 64. 65. 66. Tbe typ ic al present-day employee is best descri as; foilows A.; emotional but not rat tonal R, r atio n al but not emotional C . nett Fie r e motional nor r at ion al D . Both r at ion al and emotional A common reaction of an in d iv id u a l to a serious bar r i e r to need f u l f i l l m e n t is A . f r u s t r a t i o n B . neurosis C . c o n f 1 i c t D . mental i l l n e s s ’ E . e q u i 1 i b r i u m The process of communication is best defined as A. transmission of a message B . transmission and reception of a mes sage C. p u b li c a t io n of a message-^by newspaper, b u l l e t i n board announcements, or in other ways D . 1 i s t e n i n g Eg ois ti c needs are concerned with a des i re A. for companionship B . for s e c u r it y C . to amount to something D . to be accepted by others The suggestion program is an example of upward communication. The supervisor is the formal leader of the work group by v i r t u e of his po s it io n al a u t h o r i t y . The t r a d i t i o n a l view of human behavior holds that employees require close supervision because they do not r e a l l y want to work and i t is necessary to p rod them. S e n s i t i v i t y to the f e e l i n g s of others can be developed through purposeful p r a c t i c e . Nonverbal communication usual ly occurs s i m u l taneously with the communication of verbal si gn als. The "pecking order" w it h in a group is est ab li sh ed by means of aggression and i n t i m i d a t i o n . 193 X ' ■ _ 6 7 , Ego i. s t i.c needs are concerned w . i, t h a desire A, for co/npa n 10 n s h I p B f o r sec u r i t y C . to amount to something D„ to be accepted by others 68. The conditio n of proper emotional adjustment i s best described as A. harmony B. conformity C . ach ievement D. eq u i 1 i b r i urn E . apathy 6 9 . So far as the ind iv idu al employee is concerned # a perceived fa c t is a real fa c t even i t i f is not a f a c t . 70. The concept of hierarc hy of needs holds that A. needs are more important than need s a t i s f a c t io n B . needs are b a s i c a l l y d i f f e r e n t for managerial and non-manager i a 1 personnel C . e g o i s t i c needs are the most basic of a ll needs D . labor unions rank t h e i r needs in prepara tion for bargaining sessions E. needs d i f f e r in the p r i o r i t y or the impor tance they have for i n d iv id u a ls at d i f f e r e n t t i mes 71 . Semantics ref er s to which of the fol low in g A. the nature and meaning of words in commu n i ca t i on B . d i s t o r t i o n of messages being tran sm itt ed through channels C . study of flow of communication .through u n o f f i c i a l channels D . communication without the use of language 72. Encouragement of upward communication is most clo se ly r elate d to the s u p e r i o r ' s A. i n t e l 1igence B . to le ra nc e C . rank D . expe r i ence 73. The extent to which employees are loyal to the i r work group is r e fe r r e d to as cohesiveness. 1 9 ^ 75. 76 . 77. 7 8 - 79. 80 . A p p li c a t i o n of Theory Y to the m anagem ent of personnel requires th at a t t e n t i o n he given to A. increasing s;e 1 f ^actua 1 1 zat ion B, increasing e f f e c t i v e controls C „ increasing economic security D. the physical setting It is the s a tis f ie d need that serves as a motivator of behavior. Studies of the grapevine have shown that informal communications channels t y p i c a l l y take the form of A. c ir c u la r chain B. long individual chains starting at one point C. chains corresponding closely to the o f f i c i a l chain of command D. c l u s t e r chain When a person is threatened, he is in a better position to understand the motives and values of the sender of the message. The cohesiveness of a work group increases as the number of persons in the group increases. Subject: Goals and goal setting Which of the following is the least c le a r l y associated with goal setting? A. natural tendencies B . material read C. learned d islik es D. limited vicarious experiences How was homogeneity (s im i l a r i t y ) in personality among group members related to th e ir problem- s o l v i n g a b i l i t y ? A. homogeneous groups worked together most smoothly and achieved the best qu a lity solut ion s B. heterogeneous groups worked together most smoothy and achieved the best q u a lit y solu tions C. heterogeneous groups disagreed more, but achieved the best qu ality solutions D. no s ig n if ic a n t differences were found 1 9 5 .81*. Probably the most e f f e c t i v e technique for dealing wit h, e r r o r s' c I r c u 1 a t e d via t he g r a pev I n e t s to A. Break up Informal groups B. give a co rrec t account of the facts as management sees them. . C. weed out (dismiss i f necessary) those who s t a r t rumors D. t r a i n managers in conference leadership methods 82. The second step in the communication process is A. ideation B. transmission C. decoding D. encoding 83- Assurance that communication has taken place is pr ovi ded by A. verbal responses B. transmission C. feedback D. decoding Sh . One way to avoid intergroup c o n f l i c t is to have frequent r o t a t i o n of members among groups. 85• A man whose personal i ty is described in the same terms by most of the people he knows can be judged A. to have found strong role i d e n t i f i c a t i o n B. to have a simple rather than complex personal i ty C. to be an e x t r o v e rt e d type D. to have a s t a b le image of himself 86. Subject: Se tt in g and a t t a i n i n g immediate goals The term level of a s p i r a t i o n ref er s to which v a r i e t y o f g o a l s ? A. immediate goals B. inte rm ed iate goals C. remote goals D. a l l goals, as relate d to past successes 8 7 . One's d e f i n i t i o n of i n t e l l i g e n c e is most l i k e l y determined by A. one's concept of how learning takes place B. one's d i s t i n c t i o n between the a f f e c t i v e and the cogn i t i ve C. how one r e l a t e s " c a p a c it y " to " a b i l i t y " D. one's confidence in s t a t i s t i c a l analysis 196 88. A f o rm a l p r o c e d u re f o r i d e n t i f y i n g in f o r m a l 1eaders and studying r e l a t i o n s h i p s w it h in a group is known as: A , soctome t r y B. psychodynamics C. s oc iodram a D. none of the above 8 9 . The grapevirie can provide clues as to whether or not the formal channels of communication are fu nctio nin g e f f e c t i v e l y . 90. The element common to a l l defense mechanisms is A. r a t i o n a l i z a t i o n B. s e l f - d e c e p t i o n C. lying D. f a i l u r e syndrome 91. E f f e c t i v e communication depends upon 92. 93- A. feedback B . understanding human needs C . si n ce r i ty D . al l of the above A cohesive group is leas t l i k e l y to be found A. in the build ing trades B . on the assembly l in e C . in the rest au ra n t industry D. in an o f f i c e D i fferences in employee behavior are cons i dered to stem f rom A. d i f f e r e n c e s in h e r e d it y B . d i f f e r e n c e s in the environment C . d i f f e r e n c e s in a p titu d e D . d i f f e r e n c e s in h e r e d it y and environment . Subject: Se ttin g and a t t a i n i n g immediate goals Gener ally speaking, the experiencing of success on a task leads to a ( n ) __________level of a s p i r a t i o n on subsequent s i m il a r tasks. A. higher B. 1 owe r C. unchanged D. unp re dicta b le 95* The study of ways of g e t t i n g along with other people, e i t h e r as i n d iv id u a ls or as groups, is called A. sociology B . psychology C. human r e l a t i o n s D. p o l i t i c a l science 197 APPENDIX B SCHEIN PUBLIC OPINION QUESTIONNAIRE II (ATTITUDE EXAMINATION USED FOR TESTING) 1 Q8 PROGRAM' EVALUATION SURVEY The purpose of this survey Is to determine to what extent the BSAS Program a f f e c t s the a t t i t u d e s of part f c tpants toward various aspects of the business world. Your iden- t i ty w i l l be held in confidence. V/e are requesting that you i d e n t i f y y o u rs e lf so that on the po stte s t to be given at a l a t e r date, we w i l l be able to determine any changes in your responses. COOPERATION IN ANSWERING ALL QUESTIONS WILL BE GREATLY APPRECIATED. NAME " SOC. SEC. NO. EMPLOYER LOCATION OF CLASS BLOCK MOW ATTEND ING CURRENT TRIMESTER Fall l 7k Winter ‘ 75 Spring C i r c l e Blocks You Have Completed 1 . Business and Society Block Ethnic Perspectives Manage r i a 1 Ethics Great Issues 2. Human Resources Management Block Human Relations Managerial Psychology D i rected Studies 3 . F i na n c i a 1 Resources Management Block Information Systems Bus i nes s F i nance D i rected Studies 199 . Eny i ronmen tal Sy s terns B l ock V "'. 's /k '" k v'v ^-'"" n...v Contemporary Economic Problems P r in c ip le s of Marketing Directed Studies 5. Dynamics of A d m inis tra ti o n Block Management Communications A d m i n i s t r a t i v e Survey D i rected Studies 6. Management and Personnel Block P r i n c i p l e s of Management Personnel Management Directed Studies INSTRUCTIONS: Following each s t a t e m e n t , f o u r choices appear. C i r c l e the choice which best r e presents your response to the statement. SA = Strongly agree MA = M il d ly agree MD = M i l d l y disagree SD = Strongly disagree 200 1 . 2 . 3. A. 5. 6 . 7. 8 . 9. 1 0 . 1 1 . SCHE I N PUBL I C OP IN I ON QU EST IONNAIRE I I Governmental1 y operated p r o j e c t s cannot compete with p r i v a t e e n t e r p r i s e because they are less e f f i c i e n t . SA MA MD SD Group decisions are g e n e r a ll y more c on se rva tiv e than what the leader of the group would have done had he decided alone. SA MA HD SD The man who gets ahead in industry is the man who has someone sponsoring him. SA HA HD SD Most i n d u s t r i a l problems can be a t t r i b u t e d to a few basic causes. SA HA MD SD It is more important today that an executive be a bold leader than a s k i l l e d a d m i n i s t r a t o r . SA HA HD SD Government should be headed by men t ra in e d in business techniques and sympathetic to the cause of business. SA HA HD SD Host consumers' products manufactured today have been designed to last not more than a few years. SA HA HD SD In industry there must always be unity of command so that i n d iv id u a ls w i l l not be subject to con f l i c t i n g a u t h o r i t y . SA HA HD SD The man who gets ahead in industry is the man who knows the rig h t people. SA HA MD SD P r i v a t e e n t e r p r i s e working through a market economy provides the most e q u it a b le d i s t r i b u t i o n of s o c i e t y ' s goods and serv ice s. SA HA HD SD Proper a d v e r t i s i n g can se ll v i r t u a l l y any product. SA MA MD SD 201 12 . The best way to get ahead In business Is to move f rojn organ i zat Ion to organ I za t Ion . SA MA MD SD 13'... Corporations have a d e f i n i t e obi t gat Ion to take a stand on p o l i t i c a l Issues. SA MA MD SD lA. The q u a l i t y of individu al decisions is g e n e r a ll y higher than the q u a l i t y of group decisions. SA MA MD SD 15- Resistance to change is in d u s t r y ' s major problem. SA MA MD SD 16. The p r i v a t e l i f e of an employee should be of no d i r e c t concern to his company. SA MA MD SD 17- The hardest part of a manager’ s job is having to compromise his own ethics and morals in order to get his job done. SA MA MD SD 18. The most important o b j e c t i v e of a company is to allow for the maximum development of it s em ployees as i n d i v i d u a l s . SA MA MD SD 19* A corpo ration with a good p ub lic image can sell even an i n f e r i o r product. SA MA MD SD 20. A r e l a t i o n s h i p with a responsible union reduces management's problems with d i s c i p l i n e . SA MA MD SD 21. The most■ important o b j e c t i v e of a company is to provide its stockholders with as high a return on t h e i r investment as is po ssible. SA MA MD SD 22. Corporations have a d e f i n i t e o b l i g a t i o n to sup port l i b e r a l arts co ll eges. SA MA MD SD 23. The man who gets ahead in industry is the man who is w i l l i n g to work hard. SA MA MD SD 202 2 A. 25. 2 6 . 27. 2 8 . 29. 30. 31 . 32. 33. 3^. Tlxe primary purpose of a t r a i n i n g program for co lleg e graduates should be to I n d o c t r i n a t e them w it h the o r g a n i z a t i o n ’ s basic philosophy, goals., and ways of doing things,., SA MA MD SD The most important s k i l l for the manager of the f utu re w i l l be s k i l l in planning and c o n t r o l l i n g change. SA MA MD SD The good manager i s w i l l i n g to make decisions which w i l l hurt other s. SA MA MD SD Corporations' have a d e f i n i t e o b l i g a t i o n to give money to c h a r i t y , SA MA MD SD Managers are not always sincere in t h e i r dealings with other people. SA MA MD SD Nowadays i t is more important for a manager to be loyal to his profession than to any given o r g a n iz a t i o n . SA MA MD SD The average worker in industry seeks responsi b i l i t y and is capable of exe rci s in g s e l f - c o n t r o l . SA MA MD SD The best kind of emotional r e l a t i o n s h i p between a sup erior and a subordinate is an open one in which each party fe e ls it can " l e v e l " completely with the othe r. SA MA MD SD Management w i l l usually do what is best for its employees without outside in fl ue nc e from unions. SA MA MD SD The one most important f a c t o r c o n t r i b u t in g to a manager's advancement is his a b i l i t y to get along with people. SA MA MD SD The human-re 1 ations/group-dynamics approach in industry tends to s t i f l e the i n d i v i d u a l i t y of emp1oyees. SA MA MD SD 2 0 3 1 3 5 • The average emp 1 oyee s standard of 1 i v i ng would not be wha t i t i, s today ha d 11 not h een for the e f f o r t s of labor unions on hXs beha 1f . SA MA MD SD 36. The businessman and the manufacturer are more important to s o c ie t y than the a r t i s t . SA MA MD SD 37- Small businesses and small in du st rie s form the core of the American economy. SA MA MD SD 3 8 . Government competi tion. with p r i v a t e e n t e r p r i s e is u n f a i r and should be e l i m i n a t e d . SA MA MD SD 39. Piece work systems are bad for company morale, since they force competition between fe ll o w wo r ke r s . SA MA MD SD 40. The good businessman is b a s i c a l l y a cold, c a l c u l a t in g kind of person. SA MA MD SD 41. Most corporations do not have clea r o b j e c tiv e s which can serve as'guides to exe cutive dec isions. SA MA MD SD 42. Ind us tr y' s basic idea is to drive you as hard as it can and give you as l i t t l e as possib le. SA MA MD SD 43- A young man en te ring industry should be careful in sele c t in g a wife to make sure she w i l l f i t into his career plans. SA MA MD SD 44. The average worker in industry prefers to avoid r e s p o n s i b i l i t y , has l i t t l e ambition, and wants secu r i ty above a l l . SA MA MD SD 45* Many employers think only of t he i r prof its and care l i t t l e for t h e i r employees' w e l f a r e . SA MA MD SD 46. It is the tough, d r i v i n g , impersonal man who r e a l l y gets ahead in industry. SA MA MD SD 204 k j . The "cpmm i t tee w.ay of H f e u in an o rg a n iza tio n often fesul ts fn a good h i t of waited'' t ime., SA MA MD SD 48. k3 . 50. 51 . 52. 53. 54. 55. 56. 57. 58. The successful manager is a njack of a l l trades and master of n o n e / 1 SA MA MD SD Most employees of large cor po ra tio ns get t h e i r sense of i d e n t i t y from t h e i r job and the co rporations. SA MA MD SD Constant change and innovation is b a s i c a l l y a good thing for s o c ie ty and i ts in s ti tu ti o n s . SA MA MD SD One of the major reasons for the exist ence of company pension plans is that they insure the l o y a l t y of the ol de r employees. SA MA MD SD Respons i b i 1 i ty should never exceed a u t h o r i t y because the individu al cannot be held respon- s i b l e for what he does not c o n t r o l . SA MA MD SD The legal system of th is country is g e n e r a ll y slanted against big business. SA MA MD SD The hardest part of a manager's job is having to make decisions which he knows w i l l hurt close f r i e n d s . SA MA MD SD Management w i 11 usually do what is best for its employees without outside influence from the gove rnmen t . SA MA MD SD Managers usually deal with people in a democratic manner . SA MA MD SD A man who is w i l l i n g to work hard in industry does not need a union to pr ot ect him. SA MA MD SD The good manager should re ly on ex planation and persuasion rather than d i r e c t orders. SA MA MD SD ____________ 205 59. 6 0 . 61. 62 . 63- 64. 65. 6 6 . 67. 6 8 . 69 . To succeed in business one must be able to take, c r i t i c i s m w . i t hou t b.e i ng hu r t by i t . SA HA MD SD The p r i v a t e l i f e of ah employee is properly a matter of d i r e c t concern to his company, for the two can never by completely segregated. SA MA MD SD Most managers are d e l i g h t f u l people to know social 1y . SA MA MD SD A firm separation between s t a f f and line fun c tions is es sen tia l to e f f i c i e n t company p e r f o r mance. SA MA MD SD Group in ce nt iv e plans are superior to piece work systems in st im u l a t in g high p r o d u c t i v i t y . SA MA MD SD Most large corporations are placing more stress on the "corpor ation l o y a l t y " of the employee than on his in div idu al growth. SA MA MD SD The most important o b j e c t i v e of a company is to manufacture and sell products which are useful to s o c i e t y . SA MA MD SD Managers often have to t r e a t people u n f a i r l y to get t h e i r job done. SA MA MD SD Industry would be b e t t e r o f f i f i t consolidated some of its pr ac ti ce s instead of c o n sta ntly planning for change* SA MA MD SD Ind ividual decisions cannot be as c o n s is t e n t l y sound as group decisions. SA MA MD SD A corpo ration must be responsible for the health and w e lf a r e of its employees and t h e i r immediate fam i 1 i e s . SA MA MD SD 206 7 Q. The one most important f a c t o r c o n t r i b u t i n g to a manager’ s advancement is Ills a b i 1 i t y to place t he we 1f a re o f t he company above t ha t of bi s friends and co1 1eagues ... SA HA HD SD 71. This c o u n t r y ’ s p o s it io n of world leadership is p r i m a r i l y the r e s u l t of the e f f o r t s of American business and businessmen. SA HA HD SD 72. Management is p r i m a r i l y a process of understand ing and adapting to economic forces. SA HA MD SD 73. The more a young - exe cutive moves from job to job w it hin a company, the gr e a te r w i l l be his chance for success. SA MA MD SD I k . Many managers are suspicious of t h e i r business associates . SA MA MD SD 75* In business d e c isio ns , the human f a c t o r is us ua l l y more important than the economic f a c t o r . SA MA MD SD 76. Some degree of cynicism is a valu ab le a t t r i b u t e i n a manager. SA MA MD SD 11. There are many sound p r i n c i p l e s of business which should not be changed even i f economic and technological conditions change. SA MA MD SD 78. A w i f e ' s social grace and a t t r a c t i v e n e s s play a s i g n i f i c a n t role in her husband's rate of ad va nceme n t . SA MA MD SD 79. Relations between a superior and a subordinate should at a l l times be conducted with maximum a t t e n t i o n to good manners and proper mutual respect . SA MA MD SD 80. A large corpo ration tends to suppress indiv idual c r e a t i v i t y . SA MA MD SD 20 7 .'81, 82 . 83* 8k. 85. 8 6 . 87. 88 . 89. 90. 91 . VPrice f i,x i n g , u contract r i g g in g , and otlier s, i m I. 1 a r a c t i v i t i e s by leading American business f i rm s, s ho w t ha t t he f edera 1 government must t a ke a mo re a c t i v e ro le in the p o l ic in g of p r i v a t e enterpr t s e SA MA MD SD Corporations have a d e f i n i t e obi igat ion to be actively' involved in community a f f a i r s . SA MA MD SD An employee who is not in agreement with his company's basic outlook w i l l sooner or l a t e r be induced to leave., SA MA MD SD Leadership s k i l l s can be acquired by most people, regardless of t h e i r p a r t i c u l a r inborn t r a i t s or a b i l i t i e s . SA MA MD SD S e n s i t i v i t y to the f e e l in g s of others is a d e f i n i t e asset to a manager. SA MA MD SD Present tax laws tend to s t i f l e c a p it a l expan sion by business more than they encourage i t . SA MA MD SD The average worker in industry has an inherent d i s l i k e of work and w i l l avoid i t i f he can. SA MA MD SD The successful manager is the one who becomes an expert in his own p a r t i c u l a r functio ns. SA MA MD SD Large corporat ions create more o p p o r tu n i t ie s than small companies for the individu al to maximize his t a l e n t s . SA MA MD SD S trik es are usually caused by union leaders rather than r a n k - a n d - f i l e members. SA MA MD SD Most managerial jobs require a person to com promise his ethics or morals to some degree. SA MA MD SD 208 9 2 . . 9 3 • . 9^* 95. 96. , 97. 98. 99. 1 0 0 . Compulsory a r b i t r a t i o n should be in s t i t u t e d in v i t a l in d u s tr ie s , such as the steel in dus try, to insure our country against work stoppages which je o p a rd ize national defense. SA MA MD SD A c le a rc u t hierarchy of a u t h o r i t y and respon- s i b i l i t y is the cornerstone of the business organi za tio n . SA MA MD SD The engineer in industry should give his primary a lle g ia n c e to the company he works f o r , not the engineering profession as such. SA MA MD SD Piece-work systems are good for company morale, because they stim ula te high p r o d u c t iv it y . SA MA MD SD Large corporations are driv in g out sm aller com panies in many areas of e n t e r p r is e . SA MA MD SD A large corporation is g e n e ra lly a more d e s ira b le employer than a small company, be cause it o ffe r s s e c u r it y , regular advancement, and a wider s e le c tio n of jobs. SA MA MD SD Nowadays when industry hires a new manager, his whole family should be screened as an in d ic a tio n of his p o te n tia l for advancement. SA MA MD SD The w e lfa re of society is best achieved i f a ll businesses pursue p r o f i t to the best of t h e i r a b i 1 i t y . SA MA MD SD Religious teachings cannot be s t r i c t l y observed in the business s e t ti n g . SA MA MD SD 209 APPENDIX C CORRESPONDENCE WITH FACULTY AND STUDENTS IN ESTABLISHING GOALS AND OBJECTIVES FOR THE PERSONNEL AND MANAGEMENT AND HUMAN RESOURCE MANAGEMENT BLOCKS 210 F e b r u a r y 20,, \3Jb Dear Faculty Member; We are attempting, to measure tbe progress of students in the Bachelor of Science in A d m i n i s t r a t i v e Science Program. New students ent ering the program usually s t a r t in e i t h e r the Human Resources Management block or the Management and Personnel Block. These two blocks consist of the fo ll o w in g classes; Human Resources Management Block BA 460 - Human Relations (3) P a r t i c i p a t i o n in small groups aimed at develop ing knowledge and s k i l l s leading to e f f e c t i v e ness in interpersonal r e l a t i o n s . An attempt is made to help the student a t t a i n more e f f e c t i v e behavior through self -aw are ness, f re e expression and better l i s t e n i n g . Emphasis is placed on understanding one's s e l f and others as i n d i v i duals and as members of working groups. The student's own group experiences are converted into information for discussion and a n a ly s is . A 24-hour l i v e - i n workshop that meets in ad d it io n to regular class time is required. BA 462 - Managerial Psychology (3) A study of the psychological aspects of i n d i vidual d i f f e r e n c e s , p r o d u c t i v i t y , the psycho logical environment of work, p e r c e p t i o n , ’super visory behavior and leadership. Other areas of emphasis w i l l be m o tiv a ti o n , le a rn in g , communication networks, conformity, f r u s t r a t i o n and c o n f l i c t . BA 599 " Directed S t u d i e s -(4) Directed Study based on guided reading and i n dependent study. W rit te n or oral reports in areas not prev io u s ly covered in the stud en t's program are arranged with the i n s t r u c t o r . 2 1 1 Management and personnel Block BA 3 50 ^ Principles, of Management (_31 The basic management functions (i.e..,, planning, o r g an iz in g , s t a f f i n g , d i r e c t i n g , and', c o n t r o l l i n g ) are analyzed to provide a basic conceptual approach to management. The o rg a n iz a t i o n w i l l be studied as a social system. BA 5^0 - Personnel Management C3) A course, designed to study and develop the most e f f e c t i v e u t i l i z a t i o n and i n t e g r a t i o n of people w it h in an o r g a n i z a t i o n . An i n d i v i d u a l ' s percep tion of his work s i t u a t i o n , management^employee r e l a t i o n s and management-union r e l a t i o n s ; the task of e f f e c t i v e l y i n t e g r a t i n g personnel with the formal or g a n iz a t i o n s t r u c t u r e ; le ad er sh ip, motiva tio n , communication, and d i s c i p l i n e ; , and the s t a f f ing, t r a i n i n g , development, and compensation of p e r s o n n e l . BA 599 " Directed Studies (A) Directed study based on guided reading and inde pendent study. W rit te n or oral reports in areas not prev iously covered in the st ud en t's program are arranged with the i n s t r u c t o r . As a means of evaluatin g the BSAS Program, would you please l i s t the four most important expectat i ons, o b j e c t i v e s , or ou t come s that you wou1d have for the Human Resources Management block and the Management and Personnel block. 212 (Plea s; e 1 I s t in rank order important and being the W i, t h_ # 1 b e t n g t h e most least i mportant) ... Human Resources H anage'men t 1} 2 ) 3) Managemen t a nd Pe r s onnel 1) 2) 3) S i n c e re ly , Sheldon C. S now Associate Dean 213 April 17, 1274 Dear St ude nt; Pepperdlne U n i v e r s i t y , School of Business and Management, is in the process of ev a lua ti ng i t s Bachelor of Science in A d m i n i s t ra ti v e Science Program. The B SAS D 2 ) 3) 5) 6 ) As a means or ennancing your education and a iso as s is ting Pepperdine in ev a lu a ti ng the BSAS Program pi ease l i s t on the la st page your e x p e c t a t i o n s , obj ec ti ve s and expected outcome for the courses l is t e d in the fol low in g blocks. Human Resources Management Block BA 460 - Human Relations (3) P a r t i c i p a t i o n in small groups aimed at developing knowledge and s k i l l s leading to e f fe c ti v e n e s s in interpersonal r e l a t i o n s . An attempt is made to help the student a t t a i n more e f f e c t i v e behavior through self-awar en e ss , free expression, and b e t t e r l i s t e n i n g . Emphasis is placed on under standing one's s e l f and others as i n d iv id u a ls and as members of working groups. The student's own group experiences are converted into information for discussion and a n a ly s is . A 24-hour l i v e - i n workshop that meets in a d d it io n to regular class time is required. 21 4 Program consists of six blocks as o u t l in e d below: Business and Society Environmental Systems Management and Personnel Human Resources Management Dynamics of A d m i n i s t r a ti o n , and Financial Resources Management BA A62 .■ * Manager la 1 Psychology (3l A study of the psychological aspects of t n d I v 1 ^ dual d i f f e r e n c e s , product I v l t y , tlie psycholo gical environment of work, percept Ton, super visor y behavior and le ad er sh ip. Other areas of emphasis w i l l Be mot I vat Ion, le a rn in g , communi cation networks, con formity, f r u s t r a t i o n , and c o n f l i c t . BA 599 - Directed Studies ( A) Directed Study based on guided reading and independent study. W rit te n or oral reports in areas not pre v io u s ly covered in the stud en t's program are arranged with the i n s t r u c t o r . Management and Personnel Block BA 350 - P r i n c i p le s of Management (3) T h e b a s i c management functions ( i . e . , planning, or gan iz ing, s t a f f i n g , d i r e c t i n g , and c o n t r o l l i n g ) are analyzed to provide a basic conceptual approach to management. The o r g a n iz a t i o n w i l l be studied as a social system. BA 560 - Personnel Management (3) A course designed to study and develop the most e f f e c t i v e u t i l i z a t i o n and i n t e g r a t i o n of people w it h in an o r g a n i z a t i o n . An i n d i v i d u a l ' s p e r ception of his work s i t u a t i o n , management- employee r e l a t i o n s and management-union r e l a - , tio ns; the task of e f f e c t i v e l y i n t e g r a t i n g personnel with the formal o rg a n iz a tio n s t r u c t u r e ; leadership, m o t iv a ti o n , communication, and d i s c i p l i n e ; and the s t a f f i n g , t r a i n i n g , develop ment and compensation of p e rs o n n e l. BA 599 " Directed Studies (A) Directed Study based on guided reading and independent study. W rit te n or oral reports in areas not pr ev io u s ly covered in the stud ent's program are arranged with the i n s t r u c t o r . 21 5 f lease 1 ist your object lyes' in rank with. important and #h being tbe least important., being the most Hum an R esour c e s Man a gement 1 I 2) 3) h) Management and Personnel D 2) 3) h) Please l i st your Company Address Supe rvis or" His or Her telephone Thank you for your assistance. S i nce re 1y , Sheldon C. S now Associate Dean 216 April 30, 1974 Dear Faculty Member or Student: Thank you for your assistance in the e v a lua tio n of Pepperdinel s BSAS program. The follo wing l i st of ex p ec ta tio n s , o b j e c t i v e s , and expected outcome was compiled from your previous response. Would you please (1) rank the items p e r t a i n i n g to each separate statement in order of importance (#1 being the mo'st important, #2 second most important, e t c . ) and (2) rank the statements w it h in each block in order of importance as they p e r t a i n to the o v e ra ll o b j e c t i v e . Overall o b j e c t i v e : To develop and upgrade those who are involved in the management of or g an iz at io n s or want to prepare for management p o s it io n s . S i n c e re ly , Sheldon C. S now Associate Dean 217 MANAGEMENT AND PERSONNEL BLOCK. < ‘s - c r 7 * r r ' x ',< v r ^ - . v v - t t - v * . " r v """"■- A conceptual and p r a c tic a l understanding of the management functions as a system. _____ Understanding of t h e - i n t e r r e l a t e d n e s s ' o f the management functions. Knowledge of the systems approach to management. ' Knowledge of the basic concepts of management. ' A b i l i t y to apply management methods to the student l s own job. A working knowledge of personnel a d m in is tra tio n system and of the procedures or methods used to deal with h i r i n g , t r a i n i n g , promotion, r e tir e m e n t, union- management r e l a t i o n s , etc. ' Knowledge of the function of Personnel Management _____ A b i l i t y to deal with e x is tin g personnel proce dures . ' Knowledge of union r e la t io n s . ' Knowledge of e f f e c t i v e personnel management methods. _____ A pp lic atio n of personnel knowledge to student's own company on a case study basis. Knowledge of personnel a d m in i s tr a tio n 's role in a company. A b i l i t y to analyze and i n s t a l l personnel systems. An understanding of the information needs of the modern manager and of the tools a v a i la b le for problem solving. S k i l l in the use of communication to solve the p rob 1 eriis . Understanding problems of people w ith in the o r g a n iz a tio n . 218 HUMAN RESOURCES MANAGEMENT BLOCK Development of p r a c tic a l s k i l l s and knowledge for improved communication in interpersonal and group s it u a t io n s . ‘ Recognition of the s tudent's own p e rs o n a lity and its a f f e c t on people around him, on and o f f the job. ' improved s k i l l as a l i s t e n e r and communicator. ' A b i l i t y to deal with people on a one-to-one ba s i s . improved s k i l l s as a group member and leader. _____ Encouragement of correct methods of free exp re s s i on. R e s p o n s ib ility for learning as a group p a r t i c i p a n t . An understanding of basic behavioral concepts as tools in management. An understanding of the psychological basis of e f f e c t i v e management with special emphasis on m o tiv a tio n , p r o d u c t iv it y , morale, etc. _____ An a b i l i t y to understand and predict human behavior through the use of conceptual tools. S k il l in applying concepts and p r in c ip le s to o rg a n iza tio n a l problems. An increased awareness by the student of himself as an individual and as a manager. Better idea of future l i f e and career goals. Understanding of s e lf and a p p lic a tio n of this knowledge to class, work, and personal r e l a t i o n s . Understanding of s e lf in process of change and of the m anifestations of this behavior on the env i ronment. 219 July 18, 1Slk Dear Faculty Member or Student: Thank you for your, help in the eva lua tio n of the BSAS program. We are c u r r e n t l y on the last phase of gathering information concerning the r e l a t i v e importance of the goals and o b j e c t i v e s out lin ed by you. Following are two l ist s of 10 items, one l i s t for the Management and Personnel Block and one for the Human Resources Management Block. Would you please rank each of these sections from 1 to 10 in order of importance (1 being most important, 10 being l e a s t . ) Please use no ties, that is, do not give two statements in the same block the same rank. When you have completed your q u e s ti o n n a ir e , you will have two sets of rankings each ranking from 1 to 10. S i n c e r e ly , She 1 don C. Snow Associate Dean Undergraduate Program SCS/YLC 220 S e c t i o n I: Managem ent and P e r s o n n e l B l o c k Rank the f o 1 1 ow I ng items from 1 to 10 according to t h e i r importance 0 being most important and IQ least important] _____ understanding of management s t y l e s . _ _ _ _ _ _ _ _ knowledge of how to i n te g r a te and u ti li z e personnel in an o r g a n iz a t i o n . development of methods for dealing with management p rob 1ems . knowledge of the systems approach to management. ' knowledge of e f f e c t i v e personnel management methods. skill in the use of communication to solve problems. _____ understanding problems of people within the o r g a n iz a t i o n . knowledge of the basic management concepts and funct i ons . _____ knowledge of how to recognize personnel problems. knowledge of the decision making functions of ma nagemen t . Is there any other goal or o b j e c t i v e you feel is i mpo r ta n t ? If so, what rank would you give it? 221 Section 11; Human Resources Management Block Rank tHe foll ow ing Items from 1 to Importance (J being most Important important). understanding ot hers. an overview of the psychological indiv idu al behavior. an increased s e l f awareness. recognition, of the s t u d e n t 1so w n a f f e c t on people around him. a knowledge of the psychological management with special emphasis p r o d u c t i v i t y , morale, etc. understanding of one's s e l f and. a p p l i c a t i o n or tnis knowledge to class, work, and personal r e l a t i o n . knowledge of how to build an e f f e c t i v e communication system. knowledge of how to assess personal strengths and weaknesses. increased knowledge of l i s t e n i n g and communicating. understanding of how to p r e d ic t human behavior through the use of conceptual tools. Is there any other goal or o b j e c t i v e you feel is important? If so, what rank would you give it? 222 10 according to t h e i r and 10 least aspects a f f e c t i n g p e r s o n a l it y and it' s basis of e f f e c t i v e on mo t i va t i o n ,

Asset Metadata

Creator Snow, Sheldon Clark (author)

Core Title An evaluation of a university business program using select criteria established by faculty and students

Contributor Digitized by ProQuest (provenance)

Degree Doctor of Philosophy

Degree Program Education

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag education, business,OAI-PMH Harvest

Language English

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c26-450303

Unique identifier UC11245194

Identifier usctheses-c26-450303 (legacy record id)

Legacy Identifier DP24171.pdf

Dmrecord 450303

Document Type Dissertation

Rights Snow, Sheldon Clark

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the au...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus, Los Angeles, California 90089, USA