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Comparative selective devices for shipyard apprentices
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Content
COMPARATIVE SELECTIVE DEVICES
FOR SHIPYARD APPRENTICES
A Thesis
Presented to
the Faculty of the School of Education
University of Southern California
In Partial Fulfillment
of the Requirements for the Degree
Master of Science in Education
by
Loyal P. Thomas
June 1944
UMI Number: EP55241
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.
U M I
Dissertation Publishing
UMI EP55241
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
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789 East Eisenhower Parkway
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/ •
' 2^
Guidance Committee
X. J. Vieersinê
Chairm an
0. R. Hull
D. V/elty Lefever
This thesis, written under the direction of the
Chairman of the candidate's Guidance Committee | ^
and approved by all members of the Committee, ^ *
has been presented to and accepted by the Faculty
of the School of Education of The University of
Southern California in partial fulfillment of the
requirements for the degree of Master of Science
in Education.
D a te .......
D ean
TABLE OP CONTENTS
CHAPTER PAGE
I. THE PROBLEM............................................1
Importance of the Problem.............................3
History and Present Status ........................ 5
Organization of the Present Study....................8
Scope of the Present Study ...................11
Organization of Succeeding Chapters.................11
II. BASES FOR SELECTING SHIPYARD APPRENTICES............ 13
Selective Devices in Industry....................... 14
Selective Devices at the U.S. Naval Dry Docks. . . 14
Guidance Processes in Schools....................... 14
Selection Techniques Adopted ...................... 16
The Personal Interview ............................ 17
Aptitude Tests ..................................... 18
Otis Mental Ability Test......................... 18
U.S. Civil Service Commission Mechanical
Aptitude Test..................................18
Finger Dexterity Test........................... 19
Minnesota Paper Form Board Test.................19
Bennett Test of Mechanical Comprehension. . . . 20
Purdue Industrial Training Classification . . . 20
Second Personal Interview........................... 22
School Marks ....................................... 24
Classifying by Use of Grades.....................24
ill
CHAPTER PAGE
Predicting from Grades or Test Scores...............25
Grade Completions of 117 Applicants.................28
Analysis of Transcript for 71 Accepted for
Training.............................................29
Analysis of Transcripts for 29 Rejected
Applicants...........................................33
Aptitude Test Results..................................35
Mean Test Scores as a Guide......................... 35
Variations in Test Scores............................36
Quartile Ranges and Frequency for Aptitude
Tests.............................................39
Subjective Traits .... .......................... .58
Definition of Terms Used............................58
Degree of Each Subjective Trait Present..............59
Analysis of Each Subjective Trait for 100
Applicants...........................................59
Analysis of Each Subjective Trait for 29
Applicants...........................................62
Q,uartile Ratings for Each Subjective Trait
for 71 Accepted for Training....................... 63
Quartile Ratings for Each Subjective Trait
for 29 Rejected Applicants......................... 66
Summary and Conclusions................................69
IV
CHAPTER PAGE
III. APTITUDE TESTS AS A SELECTIVE DEVICE.................72
Choosing a Battery of Tests......................... 72
Otis Mental Ability Test......................... 72
U.S. Civil Service Commission Mechanical
Aptitude Test and Bennett Test of Mech0
anical Comprehension .......................... 72
Finger DexLerity Test............................73
Minnesota Paper Form Board Test.................73
Purdue Industrial Training Classification
Test.............................................73
Coefficients of Correlation......................... 75
Otis Mental Ability Test and U.S. Civil
Service Commission mechanical Aptitude
Test.............................................78
Otis Mental Ability Test and Finger Dex
terity Test..................................... 83
Otis Mental Ability Test and Minnesota
Paper Form Board Test............................83
Otis Mental Ability Test and Bennett Test
of Mechanical Comprehension.....................86
Otis Mental Ability Test and Purdue In
dustrial Training Classification Test.......... 88
Group Tests vs Individual Tests.....................91
V
CHAPTER PAGE
Standardized Intelligence Tests ............... 92
Mechanical Ability Test ........................ 92
Manual Dexterity.................................. 93
Summary and Conclusions..............................95
IV. INSTRUCTORS* TRADE TRAINING RATINGS COMPARED
VvlTH SHOP SUPERVISORS* JOB PERFORMANCE RATINGS. . . 99
Instructox'S ' Ratings................................99
Range of Grades..................................99
Q,uartile Ratings by Instructors............ 101
Shop Supervisors* Ratings.......................... 105
Range of Grades.................................105
Q,uartile Ratings by Shop Supervisors............105
Comparison on Five Point Grade Basis............106
Summary and Conclusions.............................109
V. APTITUDE TESTS COMPARED WITH INSTRUCTORS * AND
SHOP SUPERVISORS* RATINGS.......................... Ill
Coefficients for Instructors* Ratings and
Shop Supervisors* Ratings with Otis Mental
Ability Test....................................... Ill
Coefficients for Instructors* Ratings and
Shop Supervisors* Ratings with U.S. Civil
Service Commission Mechanical Aptitude Test . . 113
Coefficients for Instructors* Ratings and
Shop Supervisors * Ratings with Finger Dex
terity Test....................................... 114
vi
CHAPTER PAGE
Coefficients for Instructors* Ratings and
Shop Supervisors' Ratings with Minnesota
Paper Form Board Test..............................115
Coefficients for Instructors* Ratings and
Shop Supervisors* ratings with Bennett
Test of Mechanical Comprehension...................116
Coefficients for Instructors * Ratings and
Shop Supervisors* Ratings with Purdue
Industrial Training Classification Test ..... 117
Summary and Conclusions. ........ ......... 120
VI. CAUSES FOR TERMINATION................................122
Desirable Apprentice Qualifications.................122
Ability...........................................122
Personality Traits. . ....... 123
Craft Morale..................... 123
Basis of Analysis. ....
Case Record of Termination Badge No. 7699. . . . . 125
Case Record of Termination Badge No. 6751. . . . . 128
Case Record of Termination Badge No. 6729. . . . . 131
Case Record of Termination Badge No. 7060. . .
Case Record of Termination Badge No. 6780. . .
Case Record of Termination Badge No. 6266. . .
Case Record of Termination Badge No. 5776. . .
vil
CHAPTER PAGE
Case Record of Termination Badge No. 4031.......... 147
Case Record of Termination Badge No. 6970.......... 150
Summary and Conclusions..............................153
VII. SUmiARY AND CONCLUSIONS..............................155
Summary............................................. 155
Conclusions...........................................163
Bibliography ....................................... 165
Appendix.............................................171
Appendix A.........................................172
Appendix B.........................................178
Appendix C.........................................182
Appendix D.........................................183
Appendix E.........................................186
Appendix F . ...................................... 187
Appendix G.........................................188
LIST OF tables
TABLE PAGE
I. Grade Completions of Applicants for
Apprenticeship Training ......................... 30
11. School Marks of Apprentices Accepted and
Rejected...........................................31
111. Quartile Ranges and Frequency, lUU Apprent
ices-to-be , Otis Mental Ability Test............. 37
IV. Quartile Ranges and Frequency, 100 Apprent
ices- to-be , U.S. Civil Service Commission
Mechanical Aptitude Test......................... 41
V. Quartile Ranges and Frequency, 100 Apprent
ices-to-be, Finger Dexterity Test...............45
VT. . Quartile Ranges and Frequency, 100 Apprent
ices-to-be, Minnesota Paper Form Board Test . . 48
Vll. Quartile Ranges and Frequency, 100 Apprent
ices -to-be, Bennett Test of Mechanical
Comprehension . 51
Vlll. Quartile Ranges and Frequency, 100 Apprent
ices -to-be , Purdue Industrial Training
Classification Test..............................53
IX. Counselor’s Rankings for Personality, Drive
and Physical Fitness on 100 Apprentices-to-be . 60
X. Counselor’s Ranxings for Personality, Drive
and Physical Fitness on 29 Apprentices-to-be
Rejected...........................................61
TABLE
XI.
IX
PAGE
Quartile Ranges and Frequency, 71 Apprentices,
Otis Mental Ability Test.......................... 76
XII. Quartile Ranges and Frequency, 71 Apprentices,
U.S. Civil Bervlce Commission Mechanical
Aptitude Test...................................... 77
XI11. Quartile Ranges and Frequency, 71 Apprentices,
Finger Dexterity Test.............................82
XIV. Quartile Ranges and Frequency, 71 Apprentices,
Minnesota Paper Form Board Test...................84
XV. Quartile Ranges and Frequency, vl Apprentices,
Bennett Test of Mechanical Comprehension .... 85
XVI. Quartile Ranges and Frequency, 71 Apprentices,
Purdue Industrial Training Classification Test . 87
XVI1. Table of Inter-correlations of Six Aptitude
Tests Used in Selecting U.S. Naval Dry Docks
Apprentices.........................................89
XVI11. Quartile Ranges and Frequency, Instructors’
Ratings for 71 Apprentices ...................... 100
XIX. Quartile Ranges and Frequency, Shop Super
visors’ Ratings for 71 Apprentices.............103
XX. Comparison of Instructors’ and Shop Super
visors’ Ratings for 71 Apprentices.............107
XXI. Coefficients of Correlation Between Instruct
ors’ Ratings and Shop Supervisors’ Ratings
for 71 Apprentices.......... 119
LIST OF FIGURES
T-IGURE PAGE
1. Distribution of Raw Scores of 100 Apprentices-to-
be- in Otis Mental Ability Test.....................38
2. Distribution of Raw Scores of 100 Apprentices-to-
be in U.S. Civil Service Commission Mechanical
Aptitude Test.........................................42
3. Distribution of Raw Scores of 100 Apprentices-to-
be in Finger Dexterity Test......................... 46
4. Distribution of Raw Scores of 100 Apprentices-to-
be in Minnesota Paper Form Board Test...............49
5. Distribution of Raw Scores of 100 Apprentices-to-
be in Bennett Test of Mechanical Comprnhension. . . 52
6. Distrubution of Raw Scores of 100 Apprentices-to-
be in Purdue Industrial Training Classification
Test....................................................54
7. Quartile Rankings for Personality, Drive and
Physical Fitness, 100 Apprenti ce s-tobe...............65
8. Quartile Rankings for Personality, Drive and
Physical Fitness, 29 Rejected Apprentices-to-be * . 67
9. Distribution of Instructors’ and Shop Super
visors’ Ratings..................................... 104
10. Profile of Student No. 7699 ...................... 127
11. Profile of Student No. 6731 ...................... 130
xi
FIGURE PAGE
12. Profile of Student No. 6729 ....................... 133
13. Profile of Student No. 7060 ...................... 136
14. Profile of Student No. 6780 ....................... 140
15. Profile of Student No. 6266 ....................... 143
16. Profile of Student No. 5776 ....................... 146
17. Profile of Student No. 4031 ...................... 149
18. Profile of Student No. 5970 ....................... 152
CHAPTER I
THE PROBLEM
The purpose of the present investigation was to discover
reliable methods of predicting the future success of shipyard
workers enrolled in an apprenticeship program. The problem
involved the determination of coefficients of correlation be
tween test scores, instructors* ratings, and shop supervisors*
ratings•
The U.S. Naval Dry Docks located at Terminal Island,
California, in cooperation with the Long Beach Trade Extension
School established in 1932 and the California State Board of
Vocational Education, maintains an apprentice school^ the
purpose of which is to educate and train sixteen year old
boys as craftsmen for trades allied to the building of ships.
One of the major problems is that of selection. The U.S.
Naval Dry Docks authorized a counselor from the Long Beach
P
Trade Extension School to select the boys for apprenticeship.
Many sixteen year old boys in school were anxious to start
training but a relatively small number of apprentices could
be accommodated in the shops at the U.S. Naval Dry Docks at
See Appendix A and B
2
See Appendix C
2
any one time. It became necessary, therefore, to choose from
the applicants those who seemed most likely to succeed as
shipyard workers.
Apprenticeship is defined by Douglas^ as "essentially a
combination of education and industry . . . a process of
learning by doing, under which a minor paying either in whole
or part for this instruction by the work done on objects des
tined for the master*s consumption or sale." Medieval ap
prenticeship was the outgrowth of a combination of social and
economic conditions, and while admirable and successful for
the period in which it flourished, apprenticeship can not be
revived in its entirety because the old environment has been
almost completely replaced by modern situations such as in-
plant training and service jobs. Modern Industries then be
come concerned with discovering what elements of the old
system can be made fruitful under a new environment.
In more recent times, apprenticeship has been extended
so that it is the accepted method of preparing for certain
professions such as law, dentistry, medicine and others, and
thus the horizon for apprenticeship has been extended.
%
Horridge, Frederick W., "Problems of Apprentices
in the Six Basic Building Trades". Division of Vocational
Education of the University of California and the State Board
of Education, September 1926, Bulletin #19, Trade and In
dustrial Series #5.
The remainder of this chapter will show the importance
of the problem, a statement of the history ana present status
of the problem as revealed by previous investigation ana re
lated literature, organization, and scope of the present study,
A. IMPORTANCE OP THE PROBLEM
The problem is of economic importance to the employers
of labor in making available the method of selecting persons
trained to do their work efficiently. To reduce the number
of unemployables and to place them on the payrolls of indust
ries prepared to perform efficiently concerns every community.
To discover reliable methods of predicting the success of
boys in apprenticeship programs and to aid the schools in
selecting, training and follow-up of apprentices in many
types of occupations is a major problem of vocational edu
cation.
All education has for its aim the preparation of the
individual for assuming the duties and responsibilities as
a functioning part of the social group. Good teaching proced
ure involves beginning where the boy is and carrying him on
as far as he can go in the direction of his interest and
abilities. Enrollment in apprenticeship training means that
he is being placed in a situation where he has a chance for
success. He is able to say and to feel that he is taking up
the serious business of learning a trade. Since the school
4
stands as the representative of society to the boy, it assumes
the responsibility of returning to the community citizens who
are making a satisfactory adjustment to its social and econ
omic life*
Occupational surveys have indicated that successful work
has been done in the fields of unskilled, semi-skilled and
skilled labor and that the trend is toward employment in
service jobs, in-plant training and apprenticeship programs.
IMhile trade or industrial training is the function of the shop,
it should be the purpose of academic instruction to supplement
this in such a way that the pupil may not only be fitted to
work with his hands but trained for the greatest production
possible. %hlle vocational efficiency is the primary aim,
cultural objectives must not be neglected, for an appreciation
of various human activities might be regarded as a secondary
outcome if they have been satisfactorily trained. Teachers
are asking for help in defining the areas of need, for guides
in securing basic occupational data, and for methods to apply
that information to training for work. The problem is very
specific, namely: discovering reliable methods for selecting
apprentices; discovering reliable methods for classifying
and grading apprentices; discovering reliable methods of pre
dicting their future success as shipyard workers.
B. HISTORY AND PRESENT STATUS
Apprenticeship had its inception in the Craft Guilds'^
in the fourteenth century, was introduced into the United
States v/ith the establishment of the colonies and began to
decline with the establishment of the factory system in the
seventeenth century.^ Out of the necessityibr some control
over the apprenticeship situation labor unions gradually came
n
into being about 1850. Attempts to regulate apprenticeship
by trade union inactments failed and Census Statistics show
there has been a steady decrease in the ratio of apprentices
in manufacturing interests.®
4
Green, J.H., History of the English People.
H.M., Caldwell Co., New York: 1900, Vol 1, p. 219.
5
Forbes, Esther, Paul Revere and The World He
Lived In. Boston: Houghton Mifflin Company, 1942.
^ Seybold, R.F., "Apprenticeship and Apprenticeship
Education In New England and New York", Columbia University
Contributions to Education, Teachers College Series, 1917,
p. 24.
7
Horridge, Frederick %., Problems of Apprentice
ship in the Six Basic Building Trades, Division of Vocational
Education University of California and the State Board of
Education. Trade and Industrial Series #5, p. 38.
® Dickter, R.M., The Relationship Between Scores
on the Scholastic Aptitude Test and Marks in Mathematics and
Science. Philadelphia: University of Pennsylvania, p. 17.
6
The statistics of 1910® show that 37,253 persons were
registered in apprenticeship programs. The state of Wiscon
sin in 1911 attempted to revive apprenticeship with the en
actment of an educational law requiring every apprentice to
receive at least five hours weekly instruction in English,
citizenship, business practice, physiology, hygiene, use of
safety devices and other branches approved by the State Board
of Industrial Education. Section six of the Smith-Hughes Act
of 1917 contains the following provision:
It shall be the duty of the Federal Board of
Vocational Education to make, or cause to have made,
studies, investigations, and reports, with parti
cular reference to their use in aiding the States
in the establishment of vocational schools and classes
in giving instruction in . . . trade and industry
. . . such studies, investigations, and reports
shall include . . . trades, industries and appren
ticeships .
In 1920 the U.S. C e n s u s reports 49,389 engaged in
apprenticeship programs, of which 26,203 were employed in the
six basic building trades in the United States as elect
ricians, plumbers, brick masons, plasterers, carpenters and
painters.The Santa Fe Railroad instituted a very success
ful apprenticeship program throughout the entire system in
^ U.S. Census Report 1920, Vol. IV, p. 132.
Ibid., p. 152.
11
Horridge, Frederick W., Problems of Apprentice
ship in the Six Basic Building Trades, Division of Vocational
Education University of California and the State Board of
Education. Trade and Industrial Series 5, p. 38.
1927.^® A survey conducted in 1931 by Frank Cushman,
chief of the Trade and Industrial Education Service, of the
Federal Labor Board, shows a total of more than 31,000
apprentices in skilled trades and industrial occupations.
The Newport News Shipbuilding and Dry Dock Company of
Newport News, Virginia, reported an apprenticeship program
in 1932 with very satisfactory results.
The Walsh-Healey Act in 1941 provided for apprentice
ship in war production in the following industries: Iron
and steel, airplane and airplane-engines, small-arras,
ammunition and related products, and the specialty account
ing supply industry.^®
12
Haws, Murray Vi[illman, "Apprentice Training on
the Santa Fe Railroad", Thesis in Education, University of
Southern California, 1928, p. 84.
U.S. Department of Labor, Bulletin #43, "Out of
Crisis, Opportunity J" Apprenticeship in the Long-Range De
fense Program. 1940, p. 20.
14
Van Oot, B.H., "Apprenticeship Training for Ship
yard Trades", U.S. Federal Board for Vocational Education
Bulletin, 1932 #160, Trade and Industrial Series #46.
15
U.S. Department of Labor, Bulletin #43, "Out of
Crisis, Opportunity.»" Apprenticeship in the Long-Range De
fense Program. 1940, p. 24.
8
Labor has already gone on record in favor of
increased apprenticeship to meet the needs of the
defense situation. The proportion of apprentices
in training even during normal times has never
approximated our normal needs, nor are normal union
quotas even approximately filled. But unless the
employers of the country take the initiative, the
program cannot advance. It is up to each and every
employer who has skilled mechanics on his payroll
today to decide whether he is doing all he can do to
fulfill his obligation to train skilled men for the
future.16
Shipbuilding in the Long Beach area was dormant until
the outbreak of World War II. With the opening of the U.S.
Naval Dry Docks an industry was established requiring the
employment of thousands of trained men as well as an appren
ticeship program to insure a continuous flow of competent
tradesmen.
C. ORGANIZATION OF THE PRESENT STUDY
Preliminary meetings were held between the commanding
officer of the U.S. Naval Dry Docks and the principal of the
Long Beach Trade Extension School to formulate policies
concerning the Cooperative Apprentice Training Program be
tween the Long Beach Public Schools and the U.S. Naval Dry
Docks. The Training Officer from the dry docks and the
Counselor from the Trade Extension School were asked to de
termine the methods whereby apprentices would be selected.
U.S. Department of Labor, Bulletin #43, "Out of
Crisis, Opportunity J" Apprenticeship in the Long-Range De
fense Program. 1940, p. 24.
They decided that the school grade completed and school marks
acquired through transcripts were important, but tne desire
for a more objective analysis of each applicant led to the
consideration of tests, both mental and mechanical. The
Training Officer offered his experience in this field and it
was with his cooperation that a testing program was planned.
The extensive use of tests by industry, and by the Army
and the Navy has established quite definitely the value of a
testing program. However, many of those tests have been of
the individual type which would be more difficult to use in
the present situation demanding rapid selection from a large
number. Therefore, group tests which are economical from the
standpoint of time and money were chosen for the selection of
the apprentices.
Previous studies have shown that mechanical ability,
although unique with respect to intelligence, is itself
composed of several special abilities which cannot be measured
by one test alone. Time and expense limitations restricted
the use of more individual tests to measure dexterity and
spatial ability. Part of the problem then was to find the
combination of tests which would best perform this selective
function. In general pencil and paper form tests, which have
been standardized and that are generally accepted as giving
a correct estimate of achievement of the respective subjects,
were selected. The following tests were used as a battery
10
and administered to each applicant: Otis Self Scoring Mental
Ability Test; U.S. Civil Service Commission Mechanical Apti
tude Test, (Short Form); Finger Dexterity Test (Rivet Board);
Revised Minnesota Paper Form Board Test; Series AA; Bennett
Test of Mechanical Comprehension, Form AA; and Purdue Indust
rial Training Classification Test, Form A. A detailed des
cription of the tests will be given in a later chapter.
The responsibility of selection and recommendation to
the Naval Labor Board was the duty of the counselor, who was
authorized by the U.S. Naval Dry Docks. The counseling
procedure will be developed in a later chapter.
Class room work consisted of Trade Theory and Drawing,
Physical Education, English, History and Government, Trade
Sciences, Mathematics and Trade Ethics and Industrial Re
lations. Trade Training in the following shops were con
ducted at the U.S. Naval Dry Docks: Machine Shop, Marine
Electricity, Woodworker, Pipefitter, Sheetmetal, Shipfitting.
Boilermaker, Painter, Rigger, and Coppersmith.
Long Beach Trade Extension School instructors v/ith
vocational credentials granted by the State Department of
Education conducted classes for hig;h school credit, and graded
the apprentices weekly on their progress using percentage
grades which were entered on the permanent school records.
These grades are available for purposes of evaluation by the
11
City School and Naval Dry Dock supervisors and for research
purposes. All shop instruction was given by quartermen,
qualified through civil service appointment who graded each
apprentice for shop performance and machine operation at
the end of each four week period. These percentage grades
were entered on the record available for evaluation and re
search purposes.
D. SCOPE 01' THE PRESENT STUDY
This study includes the determining of coefficients of
correlation for aptitude test scores, school grades, and
personality traits for 117 apprentices-to-be that were inter
viewed by the counselor. Prom this group 71 were selected
and assigned to a 27 months training program as third class
apprentices in the U.S. Naval Dry Docks.
E. ORGANIZATION OP SUCCEEDING CHAPTERS
Chapter 11 will present the bases for selecting the ship
yard apprentices through counseling and the use of aptitude
test scores, school marks and a study of personality traits.
Chapter 111 will show the coefficients found in correlating
each test with the other to determine the validity of aptitude
tests as a selective device. Chapter IV will show the com
parison between instructors’ trade training ratings and shop
supervisors’ job performance ratings as a selective device.
12
Chapter V will show the coefficients of correlation for
instructors’ and shop supervisors* ratings with each aptitude
test. Chapter VI points out desirable qualifications for
apprentices and gives an analysis of test scores, person
ality traits, pre-apprenticeship school and shop grades,
apprenticeship school and shop grades, and the attitude to
ward school and shop work for nine employees terminated from
the apprenticeship program.
The final chapter summarizes the findings of the present
study and in conclusion suggests the use of this and similar
techniques as instruments for determining the validity of
success predictions of shipyard workers enrolled in an
apprenticeship program.
13
CHAPTER II
BASES FOR SELECTING SHIPYARD APPRENTICES
The purpose of this study is to determine the bases
for selecting the applicants for the apprenticeship program,
initiated by the U.S. Naval Dry Docks, and in that selection
the chief objective should be to use some scientific method
of choosing those who could and would profit by the training
which would ultimately qualify the men as skilled workmen in
the shipyards. It is obvious that the success of the program
depends on a wise choice of apprentices and this selection
should be the responsibility of the counselor at the trade
extension school.
Inasmuch as the program is a decided departure from
previous practices in both the U.S. Naval Dry Docks and in
dustry, new techniques for counseling had to be established
which would combine the needs of both the Dry Docks and
industry on the one hand and on the other hand put into use
the most scientific methods used in schools for testing and
counseling boys of this age. Ways of accomplishing this end
were examined by the counselor.
A. SELECTIVE DEVICES IN INDUSTRY
In casting about to see how the personnel men in industry
make their selections, the counselor found that their chief
14
method was (1) the ’ ’interview only” method. This method was
proven unsatisfactory because it is purely subjective and it
is impossible to eliminate the element of human error and poor
judgment. The interview idea was good but to be effective it
needed to be placed on some scientific basis which would re
duce the large margin of human error.
B. SELECTIVE DEVICES AT THE U.S. NAVAL DRY DOCKS
(2) There was no precedent in the U.S. Naval Dry Docks
for they have never taken boys as immature, untrained, and
undeveloped as those who ep plied for this program. Selection
processes for civilian employees required a very brief inter
view to fill in application blanks required by the U.S. Civil
Service Commission. This selection was made by the Naval
Labor Board and did not involve a long period of training.
Selection, of this type was in no way comparable to that
necessary for the apprenticeship program.
C. GUIDANCE PROCESSES IN SCHOOLS
The last source of established methods which the coun
selor examined was (3) tJae schools. Unfortunately, schools
have offered courses in industrial arts, but there has been
an over-emphasis on ’ ’white collar" jobs and a minimizing of
the trade work.
Principals of vocational schools are continually
called upon to resist the efforts of the academic
schools to fill their institutions with students who
are of too low mentality to make passing grades in
15
academic subjects. Little has been done to determine
the degree of intelligence necessary for the success
of the individual in trade training. Snap judgment by
the employer is a very inadequate and wasteful method
for the selection of apprentices.^
Terman^ has shown that impressions from personal appear
ance-- "intuitive judgment" is a most unreliable method of
sele ction.
The following quotation from the report of the Committee
on Education of the Carnegie Institute of Learning is in
point.
Although many high schools offer courses in In
dustrial and Manual Arts, those courses are neither
organized nor conducted in such a manner as to turn
out craftsmen. The work is valuable for the training
in general skills and the acquisition of industrial
knowledge, but only a very small percentage of stud
ents enter the trades, because they are constantly
being reminded of the opportunities in the professions,
and of the value of general high school and college
training.^
An examination of the school records only showed the
work that had been taken and it could not disclose more than
Horridge, Frederick W., Problems of Apprentice
ship in the Six Basic Building Trades, Division of Vocational
Education University of California and the State Board of
Education. Trade and Industrial Series #5, p. 38.
2
Terman, Lewis M., Measurement of Intelligence,
Riverside Testbooks in Education, Hoghton Mefflin Co., New
York 1916, p. 52.
3
Report of the Committee on Education of the Carn
egie Institute of Learning. Vocational Education Bulletin,
Jan. 1924, p. 404.
16
potential skills of the boy. Personality factors were not
always recorded and the occupational interests which were
available in the records were incomplete, inaccurate, and
based on nothing more certain than imagination.
D. SELECTION TECHNIQUES ADOPTED
The following techniques, new at least for the U.S.
Naval Dry Docks, were adopted: (1) Hold a personal interview
with the applicant to judge the personality traits of the
applicants, their possible trade interests, etc.
A personal interview was not sufficient here any more
than in industry, unless accompanies by more scientific
methods of judging. If training programs are to be function
al and adequate in terms of meeting job requirements then
those individuals most likely to profit from such training
programs should be selected in terms of their interests and
potentialities. Fundamentally, an individual tends to do well
that which he likes to do best. (2) Administer aptitude tests
to each applicant for the apprenticeship p? ogram.
It is now possible by the use of tests to learn many
facts about an individual's temperament and personality be
fore hiring him. His emotional stability can be rated and
measures are known to show his self-sufficiency, extraversion,
dominance, self-confidence, and sociability. Such traits as
these are likely to have an important bearing on his willingness
17
to cooperate, his tendancy toward excitement or calmness or
his ability to maintain harmonious relations with his fellow-
workers and employers. The development of testing programs
on a large scale following the first World War caused many
unqualified persons to use tests blindly and with unjustified
conclusiveness. The result was an unfortunate set back for
the testing movement. It is now recognized that testing plus
counseling by a trained technician who has worked with his
hands and who has the ability to move cautiously in supple
menting purely subjective judgment of abilities and skills
with objective measurements of them, will demonstrate more
accurate appraisals of indiviauals in industry. (3) Secure
ail school records available such as school marks, shop
courses taken and evaluations of teachers. (4) Combine the
objective and subjective factors of each applicant, individ
ually, to be able to recoimnend the appointment of thcbse who
seemed most likely to succeed as shipyard workers.
E. THE PERSONAL INTERVIEW
The prospective apprentice is assigned to the counselor
for a preliminary interview for the purpose of "getting
acquainted." This interview is also a screening process
which checks on age, physical fitness, academic background
and occupational interests or experiences. The prospective
apprentice is invited to ask questions about printed matter
18
on the apprenticeship program to have a better knowledge of
what is being offered. The counselor aims to define the
Apprenticeship Training Program clearly. If the prospective
apprentice decides to proceed the counselor assigns him to
the aptitude tests in the testing department and requests a
transcript of high school grades for the second interview*
P. APTITUDE TESTS
The prospective apprentice is given the following battery
of aptitude tests selected to predict success in shipyard
work. Research work is now progressing to determine how
accurately these tests predict:
Otis Self Scoring Mental Ability Test. This test is
8elf-administering and may be scored by clerical help in
approximately one minute. The test consists of eighty quest
ions, one point being given for each. Answers are made on a
separate answer sheet in the multiple choice way. Scoring
is done on a "right answer" basis with sixty points being
added to the number of correct answers, as directed by the
author, to compare with standardized norms for high school
students, thus making a score of one hundred-forty possible.
Testing time thirty minutes.
U.S. Civil Service Mechanical Aptitude Test. This test
is self-administering and must be scored by clerical help re
quiring about thirty seconds. The test consists of a booklet
19
of thirty illustrations of problems, about each of which a
question is asked and twenty illustrations of blocks and cubes
to select the same design from a choice of five possible
answers. Scoring is done on a "right answer" basis, thus mak
ing a score of fifty possible. The time limit for this test
is forty-five minutes.
Finger Dexterity Test (Rivet Board)• The Finger Dexter
ity Test is a home made test. The test consists of a place
of aluminum approximately 14 x 22 inches with 12 rows of l/8
inch holes drilled 1 inch apart into which 1/8 inch aircraft
rivets, with slightly tapered ends, are set in 120 of the 240
holes, thus six of the twelve rows of the board are always
filled with rivets. The test is administered by placing it
in front of the individual so the six rows filled with rivets
are at the top of the board and the testee is directed to re
move, singly, the rivets from each upper row to the correspond
ing lower row working from left to right. The time in sec
onds taken in removing the total number of rivets is the score
for the test. The test is designed to measure a "tip-of-the-
finger" quality considered very necessary in the more general
types of assembly work.
Revised Minnesota Paper Form Board Test. The Revised
Minnesota Paper Form Board Test is a self administering test
and may be scored by clerical help in approximately one min
ute. The test consists of a booklet of sixty-four geomet-
20
rical figures illustrated, in which there are five possible
arrangements of similar figures for each illustration, in
the form of multiple choices. The testee selects the arrange
ment that is his answer and records it by marking the sep
arate answer sheet. Scoring is done by counting the number
of "right answers" thus making a possible score of sixty-four.
The test is designed to measure skill in spatial relations.
The testing time is thirty minutes.
The Bennett Test of Mechanical Comprehension. The
purpose of this test, as stated by the test manual, is "to
measure the ability of an individual to understand various
types of physical relationships." The test consists of a
booklet containing sixty illustrations of problems, about
each of which a question is asked. Answers are made on a
separate sheet of paper by marking a possible three responses.
Scoring is done by a "right minus wrong" basis with sixty
points being the maximum. Testing time is thirty minutes,
Purdue Industrial Classification Test. The purpose of
this test is to determine how accurately the applicant solves
mathematical problems. The test consists of a booklet con
taining twenty-three problems and illustrations with certain
specifications given in dimensional units. Each test is
scored by a clerk, this requires approximately one minute.
The answers are written on the test sheet and scored on the
"right minus.wrong" basis thus making a maximum score of
21
twenty-three possible. Testing time is thirty-five minutes.
Trade tests measure trade proficiency; they are valuable
in selecting men who possess the information and skill nec
essary to succeed in a given trade and for measuring accomp
lishment in advanced vocational courses. The trade test makes
no pretense of measuring intelligence directly; it makes no
attempt to measure native endowment of the person, with a view
to predicting the degree of success to be expected as a result
of training in a specific trade; the trade test furnishes a
rating, inquantitative terms, of the degree of trade ability
already possessed as a result of practice in the trade,^
As an aid in selecting apprentices, each applicant was
asked to fill out an information blank^ including the follow
ing: subjects liked best in school; subjects liked least;
subjects in which student failed; industrial arts or mech
anical drawing courses; and hobbies. Further questions in
cluded reference to part-time jobs; name of job which lasted
longest; if a part-time job had created interest in the
apprenticeship program; and types of work applicant had felt
a genuine desire to do as a result of having observed someone
at work. The first set of questions was intended to indicate
4
Newkirk, Louis V. and Green, Harry A., Tests and
Measurements in Industrial Education. J. Wiley and Sons, Inc.,
New York, 1935, p. 72.
5
See Appendix D
22
the applicant’s interest in shop or mechanical work in school
and the second for indicating definite experience. The test
results are posted on an evaluation sheet® in the testing
department and forwarded with the information blank to the
counselor. The counselor prepares a profile of the test
scores to check with the quartile ranges set up by the results
of other tests that have been administered in the testing
department. The evaluation sheet, the information blank and
the high school transcript comprise the "case record" to be
used in the second interview.
G, SECOND PERSONAL INTERVIEW
Another interview is used to interpret the results of
the tests, evaluate high school credits, and assist the pros
pective apprentice to discover his place in the U,S, Naval
Dry Docks Apprenticeship Training Program,
In order for the applicant to be eligible for the ap
prenticeship program he must have completed the 50 units of
credit, attained an average of C or better, and a satisfact
ory score in the battery of tests. Every applicant was given
the second interview at which time he was informed of his
eligibility. If he is eligible, the counselor questions him
further concerning the genuineness of his interest, V/as
^ See Appendix E
23
applicant hoping to use this as a means to escape from reg
ular school work? Was applicant interested in making money?
Are applicant’s parents in favor of his enrolling in the
apprenticeship program? Further questions of the counselor
concerned details regarding the material offered on the in
formation blank. The applicant was invited to inquire about
the apprenticeship program, the results of the tests, and shop
work available in the program. This interview is painstak
ingly thorough to bring out information that might have been
left off the information blank or did not become apparent in
the tests. He then chooses the trade for which he wishes to
train. This decision rests with the prospective apprentice,
but, the counselor is careful to introduce a job analysis
for his consideration and also to point out previous interest
and success in high school shop training or experience in re
lated work.
The counselor recommends the trade classification chosen
by the apprentice-to-be to the U.S. Naval Labor Board and the
employment papers for the apprenticeship program are signed.
Test results are sent to the Training Officer of the U.S.
Naval Dry Docks.
A progress analysis report is submitted periodically by
the shop master and the instructor in academic subjects.
7
See Appendix P
24
jointly, to the Training Officer and the Counselor for re
search and evaluation pruposes. The counselor makes frequent
visits to the shop to promote friendly contact with the
apprentice and to record favorable or unfavorable reactions.
H. SCHOOL IvlARKS
Classifying by use of grades ; In the study of the prob
lem of how to use standard tests in the selection of appren
tices, attention naturally directs itself to classification.
The application of scientific research methods to the study
of educational problems has confirmed a suspicion that has
long existed that the conventional method of grading is
faulty in many respects, especially in that it takes little
or no account of individual differences. This is especially
true of boys that are enrolled in shop courses in high schools.
Often the boy was urged to get into a shop course because he
was doing unsatisfactory work in academic subjects required
for college entrance. Boys often formed the opinion the
standard of work required in shops was lower and that he
could graduate from high school without having to work so hard.
That grading, as generally understood, is unscientific and
will eventually give way to more rational methods of classif
ication, is forecast by present trends especially noticable in
cooperative programs where attempts have been made to correlate
grades of shop supervisors and instructors in related work.
25
It is difficult for shop supervisors to grade objectively
because they think in terms of production and it is just as
difficult for instructors of related work to grade as the
supervisors do. Both seem to be working in different fields,
but toward the same objective and conclusions for prognostic
value are extremely difficult to draw.
Predicting from grades or test scores. Scientific in
vestigation in the field of educational prognosis is fairly
recent. The idea of prediction has existed for a long time,
but not until recently has there been any attempt to apply
it scientifically to pupil guidance.
Prognostic testing and guidance may be considered the
Q
most interesting chapter in the testing movement. Our
system of education would be so much more efficient if all
students could take the work for which they are best fitted
and in which they would accomplish most. It would eliminate
much of the present waste of time and eliminate a large per
cent of failures. It would help to create happier learning
situations both for teacher and student. Thus one can read
ily see that "Prognosis is the ultimate aim of endeavor in
the scientific study of education.It is in the early
® Symonds, Percival M., "Measurement in Secondary
Education." The MacMillan Co., 1927, p. 363.
^ Odell, C.W., "Predicting the Scholastic Success
of College Freshmen". Bureau of Educational Research, Bul
letin #27, Urbana, University of Illinois, 1927, p. 54.
26
stages of development, but at least, research workers are on
the trail of something that may bring schools one step nearer
to their ultimate goal. "The prediction of general scholastic
success is not so important but once the general fundamentals
of education have been learned the important prediction is
that a person will do better in one line than in another."^®
It is the duty of the school to place him in that best line
so he can derive most profit from his opportunity. Many
students drop out of high school before their last year, the
greatest loss coming in the first year of high school. "Al
though many causes contribute to this condition, the out
standing one is undoubtedly the maladjustment of the school
to the individual. By determining aptitudes, abilities,
and interests much of this elimination could be prevented.
In the past students have been graded in certain courses
mainly by guess work but teachers began to feel the need of
objective methods and developed new type objective tests.
These objective tests were a way of replacing unreliable sub
jective judgments by more reliable grading. All of the evils
Odell, C.W., "Educational Measurement in High
School." Bureau of Educational Research, Bulletin #27, Urbana,
University of Illinois, 1950, p. 521.
Segel, David, "Differential Prediction of Ability
as Represented by College Subject Groups." Journal of Educa
tional Research, Jan. 1932., p. 16.
27
of the subjective judgments have not been removed, and some
educators have suggested that character and personality rat
ings play extremely important roles in the grades given stud
ents, but all are agreed that more accurate methods of grad
ing have resulted. Not enough research has been made along
any line to produce conclusive and definite results, there
fore, it is desirable to employ all available information that
seems to have any bearing at all upon ihe matter.
School grades were considered in the total process of
selection of U.S. Naval Dry Docks Apprentices, because of
the importance placed upon them by Kelley following exten
sive research in 1914. "These (elementary school) records
gave the most accurate estimates of one’s class standing as
well as subsequent grades in specific courses and the least
valuable prediction was that obtained from tests.Suther
land, shop instructor of Iowa State College, who questioned
the common assumption that boys who were high in shop grades
might be low in intelligence found that those who made high
grades in shop were more intelligent that those who made low
12
Kelley, T.L., "Educational Guidance: An Experi
mental Study in the Analysis and Prediction of Ability of
High School Pupils." Teachers’ College Contributions to
Education. #71, 1914, p. 2.
28
grades and. that a boys intelligence is an excellent indica
tion of the grade he will receive in the shop.
Grade completions of 117 applicants. One hundred-seven
teen boys were interviewed for the U.S. Naval Dry Docks
Apprenticeship Program. Only boys who had passed their six
teenth birthday and had not reached their seventeenth birth
day were eligible. Pour grades of high school, ninth, tenth,
eleventh and twelth were represented. Seventy-one were
accepted for training, twenty-nine others made qualifying
scores in the aptitude tests, but were rejected because of
low scholastic marks, and seventeen failed to make qualify
ing scores in the tests. (Table I.) An analysis of the two
groups that made qualifying scores in the aptitude tests
will be made to determine the effectiveness of school marks
as a criteria in selecting apprentice shipyard workers, first,
the group of 71 that were accepted and second, the group of
29 that were rejected because of low school marks. No attempt
will be made to analyze the group of 17 that failed to make
qualifying scores in the aptitude tests. In the former group
27 had completed the ninth grade, 59 per cent; 56 had complet
ed the tenth grade, 50 per cent; 7 had completed the eleventh
grade, 10 per cent; 1 had completed the tv/elth grade, 1 per
cent. Thus, 61 per cent had completed tenth grade or better.
13
Sutherland, S.S., Iowa State Co±±ege, Ames, Iowa.
Arts Magazine. June 1928.
29
Analysis of transcripts for 71 accepted for training.
In subjects for college preparatory, 14 made a gracie of B,
20 per cent; 39 made a grade of C, 55 per cent ; 18 made a
grade of D, 25 per cent (Table II.) It is significant that
there were no A students in college preparatory subjects and
it seemed unwise to select boys who had failed in college
preparatory subjects because they were compelled to continue
required subjects in this field in order to graduate from
high school on the completion of the apprenticeship program.
The grades of this group do not vary from the norm for other
groups interested in shop work instead of college prepara
tory subjects, that is, the grades represent a normal curve
and the group may be considered normal.
In shop courses 5 made a grade of A, 7 per cent; 25 made
a grade of B, 36 per cent; 40 made a grade of C, 56 per cent;
1 made a grade of D, 1 per cent. The group consistently
averaged higher grades in shop courses than in college pre
paratory courses. Ninety-nine per cent of the boys selected
for training were capable of average, or better than average
work in shop courses on the basis of grades received from
former instructors and this fact seemed important in select
ing trainees for this program to avoid the possibility of
experimentation on the part of trainees to determine if they
liked shop work. It is significant that no applicant was
30
TABLE I
GRADE COMPLETIONS
of
APPLICANTS FOR APPRENTICESHIP TRAINING
GRADE COMPLETED
APPLICANTS 9th. 10th 11th 12th Total
Accepted 27 36 7 1 71
Rejected 8 19 2 29
School Transcript Unavailable 17
Total 117
TABLE II
SCHOOL MARKS
of
APPRENTICES
31
SCHOOL mRKS OF
APPRENTICES ACCEPTED
College Preparatory Courses
Percentage
Shop Courses:
Sheetmetal
Machine Shop
Electrical Shop
Mechanical Drawing
Auto Shop
Wood Shop
TOTAL
Percentage
SCHOOL MARKS
A B C
0 14 39
0 20 55
1 2 9
4 4
1 3 3
2 9 12
1 4 6
3 6
"5 25 40
7 36 56
D
18
25
1
1
F
0
0
TOTAL
71
100
71
100
SCHOOL MARKS OF
APPRENTICES REJECTED
College Preparatory Courses 0 0 4 18 7 29
Percentage 0 0 14 62 24 100
Shop Courses:
Sheetmetal 2 2
Machine Shop
Electrical Shop 3 5
Mechanical Drawing 1 5
Auto Shop 1 5 2 1
Wood Shop 2
TOTAL 17 “9 29
Percentage 0 7 62 28 3 100
32
chosen who had failed in shop work and the curve for this
group skewed sharply toward average, or better than average
grades.
Analysis of the shop courses taken in high school by the
71 boys accepted for training divides their shop experience
between sheetmetal, machine shop, electrical, auto mechanics,
woodshop and mechanical drawing.
In sheetmetal shop, one made a grade of A, 1 per cent;
2 made a grade of B, 2 per cent; 9 made a grade of C, 13 per
cent.
Machine shop, 4 made a grade of B, 6 per cent ; 4 made
a grade of C, 6 per cent.
In electrical shop, 1 made a grade of A, 1 per cent;
3 made a grade of B, 4 per cent; 3 made a grade of C, 4 per
cent.
In mechanical drawing, 2 made a grade of A, 2 per cent;
9 made a grade of B, 13 per cent; 12 made a grade of C, 18 per
cent.
In auto shop, 1 made a grade of A, 1 per cent; 4 made a
grade of B, 6 per cent; 6 made a grade of C, 9 per cent; 1
made a grade of D, 1 per cent.
In woodshop, 3 made a grade of B, 4 per cent ; 6 made a
grade of C, 9 per cent.
Twenty-three boys had taken mechanical drawing in high
school, representing the largest single group in shop work
33
or related training. Twelve had taken sheetmetal shop, 12
auto shop, 9 woodshop, 8 machine shop and 7 electrical shop.
Vi/here a boy had taken more than one shop course in high school
he was classified in the one in which he had taken the most
training, because, that classification seemed to represent
his choice of trade training rather than an experimental
experience. Also, it represented a higher grade to be used
fur the purpose of this study.
Analysis of transcripts for 29 rejected applicants. In
considering the second group, namely, those who made qualify
ing scores in the aptitude tests but were rejected because of
low school marks the size of the group would hardly justify
sweeping conclusions, but the findings are significant.
Eight had completed the ninth grade, 28 per cent; 19 had
completed the tenth grade, 66 per cent; 2 had completed the
eleventh grade 6 per cent. (Table I). Of those who had
completed the tenth grade 25 were below average students and
of doubtful ability.
In subjects for college preparatory, 4 made a grade of
G, 14 per cent; 18 made a grade of D, 62 per cent; 7 made a
grade of P, 24 per cent.
In shop courses, 2 made a grade of B, 7 per cent ; 17
made a grade of C, 62 per cent; 9 made a grade of D, 28 per
cent ; 1 made a grade of P, 5 per cent.
34
The group consistently averaged higher grades in shop
courses than in college preparatory courses. Only 14 per
cent showed ability to do average, or better than average
work in college preparatory courses, 69 per cent showed
ability to do average, or better than average work in shop
courses, but were consistently low in college preparatory
courses which strongly indicated that these boys might fail
to make acceptable grades in school work even though they
might succeed in making average grades in shop work.
Shop courses taken in high school by the 29 boys re
jected for training divides their shop experience between
sheetmetal, electrical, mechanical drawing, auto shop, and
woodshop.
In sheetmetal shop, 2 made a grade of C, 7 per cent ; 2
made a grade of D, 7 per cent.
In electrical shop, 3 made a grade of G, 11 per cent;
5 made a grade of D, 17 per cent.
In mechanical drawing, 1 made a grade of B, 3 per cent;
5 made a grade of G, 17 per cent.
In auto shop, 1 made a grade of B, 3 per cent ; 5 made a
grade of C, 17 per cent; 2 made a grade of D, 7 per cent; 1
made a grade of P, 3 per cent.
In woodwhop, 2 made a grade of G, 7 per cent.
35
Nine boys had taken auto shop in high school represent
ing the largest single group in shop work or related training.
Sight had taken electrical shop, 6 had taken mechanical draw
ing, 4 had taken sheetmetal and 2 had taken woodshop.
Of the 117 boys interviewed 60 per cent showed school
marks of average or above average in both college preparatory
subjects and shop work; 24 per cent showed school marks that
were too low to predict successful training in an apprentice
ship program and 16 per cent were unable to furnish tran
scripts from which the counselor could judge the quality of
school work they could do.
J. APTITUDE TEST RESULTS
Early in this chapter reference was made to the fact
that principals of secondary schools attempt to shift low
mentality students into vocational schools because they seem
to be unable to make passing grades. Just what degree of
lower intelligence might be acceptable, and prove adequate
for success in a trade has not been determined but snap
judgment is a very wasteful method to employ in selecting
shipyard apprentices.
Mean test scores as a guide. The counselor and the
training officer for the U.S. Naval Dry Docks Apprenticeship
program agreed upon a mean score in each test of the battery
36
established in previous investigations of tests at the Trade
Extension School, to be used as a guiding principle rather
than setting a hard and fast rule that no prospective apprent
ice would be accepted whose test scores were not equal to, or
above, the mean score established in the previous investiga
tions, As each prospective apprentice was interviewed the
counselor could determine his status from the profile before
him. The mean score used as a guide in selecting follows:
Otis Mental Ability..........................100
U.S. Civil Service Mechanical Aptitude. . . 25
Finger Dexterity.........................
Minnesota Paper Form Board Test .........
Bennett Test of Mechanical Comprehension.
Purdue Industrial Training Classification
209
46
44
20
Variations in test scores. The scores in mechanical
aptitude, as well as those in tests to measure other desir
able qualities of the applicants, vary considerably, con
sequently a wide range of scores were made by the group of
boys. Often a boy would show exceptionally high scores in
mechanical aptitude tests, but be low in the dexterity test
or in tests measuring mental ability. Again a boy might have
a high I.Q. but other tests would raise serious question re
garding a genuine interest in mechanical work. Consequently,
the counselor attempted to avoid the selection of boys with
37
TABLE III
QUARTILE RANGES AND FREQUENCY
OTIS MENTAL ABILITY TEST
QUARTILE TEST SCORES FREQUENCY
FREQUENCY
PERCENT
QUARTILE
PERCENT
122-124 3 3.
119-121 3 3.
Fourth 116-118 3 3.
113-115 14 14.
110-112 15 15. 38.
107-109 12 12.
Third 104-106 11 11.
102-103 4 4. 27.
Second 98-101 16 16. 16.
95-97 9 9.
92-94 5 5.
89-91 2 2.
86-88 3 3. 19
TOTALS 100 100 100
Me an . . . • . 100.77
Third Quartile . . . . . . . . 110.46
First Quartile .........
Standard Deviation . . . . . . 11.67
36
20
le
16
c c Q r'
ne,43
l'à
12
100,77
10
e
6
4
2
KIGH LOW
TTTT
ICO 94
o o
OZnCY O IG T P JB îlT lO :: CF ICC A P P L IC A '^S SHOWING SCORES KADS I I :
TITO 0TI3 4SIT/iL ABILITY TEST
39
an exceptionally high I.Q. unless a correspondingly high
score was made in other tests. Boys with low I.Q,. scores
usually made low scores in the other tests too. Rather
than lowering the standards of selection it has raised them
as a study of the test scores will indicate. Chapter III
will discuss "Aptitude Tests as a Selective Device" but some
analysis should be made at this point to illustrate how the
counselor used tests in the selective process.
Quartile ranges and frequency for aptitude tests. The
range of scores for the Otis Mental Ability test was 86-l%4.
(Table III.) The mean score was 100.77 and the S.D. was
11.67, 38 per cent of the boys made scores in the fourth
quartile, 27 per cent in the third, 16 per cent in the second
and 19 per cent in the first. The mean score for the apprent
ices was only slightly higher than the mean of 100 that had
been found for other groups tested at the Trade Extension
School. Boys that were accepted with an I.Q». below 100 were
accepted because of exceptionally high mechanical aptitude
test scores or shop grades that seemed to justify their
selection. One Mexican boy was selected who had scored 88
in the Otis test but his scores in each of the other tests
were high and it seemed evident that he would have scored
higher in the Otis I.Q. test if the reading factor had been
eliminated. Two boys were accepted for training with an Otis
I.Q. score of 90 but the fact that their other test scores
40
were so high., together with the fact that they had had shop
experience, made it seem reasonable to overlook the low I.Q.
score. Seventeen boys, 23 per cent, were accepted with I.Q.
scores below the mean of 100, divided as follows: 3 with 98;
5 with 97; 1 with 96; 3 with 95; 1 with 94; 1 with 92; 2 with
90. Close follow-up on this group who might be considered
special cases proved that the counselor was justified in their
selection because not one of the group failed to do satis
factory work at the dry docks. Further, regular follow-up
of the entire group gave evidence that the counselor should
be more concerned about selecting boys who made extremely
high I.Q. scores, with equally high scores in mechanical
aptitude tests and mathematics, because these boys experienc
ed greater difficulty in adjusting themselves to shop work.
Even though it is realized that general Intelligence
and mechanical aptitude, as measured by the tests employed
in this study, age and amount of school preparation con
tribute but slightly toward mechanical ability, these traits,
when unweighted and combined into a composite score, may be
valuable as a means of selecting apprentices. They are
probably not much more valuable than many other sets of traits
would be but the scores of the apprentices in this study
suggest that they may be used effectively for the selection
of apprentices for this industry.
41
TABLE IV
QUARTILE RANGES AND FREQUENCY
FOR 100 APPRENTICES-TO-BE
U.S. CIVIL SERVICE COMLIISSION MECHANICAL APTITUDE TEST
QUARTILE TEST SCORES FREQUENCY
FREQUENCY QUARTILE
PERCENT PERCENT
Fourth
Third
Second
First
46 - 47 1 1.
44 - 45 2 2.
42 - 43 3 3.
40 - 41 3 3.
38 - 39 10 10.
36 - 37 14 14. 33.
34 - 35 18 18. 18.
32 - 33 15 15.
30 - 31 14 14. 29.
28 - 29 11 11.
26 - 27 7 7.
24 - 25 2 2. 20.
TOTALS 100 100 100
Me an ...... .
Third Quartile . .
First Quartile . .
Standard Deviation
33.07
36.07
29.07
5.36
Number of
Cases
42
24
22
20
33.56
18
16
M 33.07
14
Q3 36.07
12
Qt 29.07
10
HIGH LOW
RAW SCDRES
49 45 37 41 33 29 25
FIGURE 2
FREQUENCY DISTRIBUTION CE^.RT OF 100 APPLICANTS SHOI/'/ING SCORES mDE
IN THE U.S. CIVIL SERVICE CCIvîMISSION MECHANICAL APTITUDE TEST
43
The range of scores for the U.3. Civil Service Com
mission Mechanical Aptitude test was 24 to 47 (Table IV.)
The mean mechanical aptitude score was 33.07 and the S.D.
5.36, 33 per cent of the boys made scores in the fourth
quartile; 18 per cent in the third quartile; 29 per cent
in the second quartile and 20 per cent in the first quartile.
The mean score for the apprentices interviewed was 33.07,
almost 8 points higher than the norm accepted by the U.S.
Civil Service Commission and the norm that was acceptable
to the Training Officer of the U.S. Naval Dry Docks. No
boy was accepted who made a score below 25 in the mechanical
aptitude test and it is significant that only 2 boys test
scores were 25 or under. This would indicate that a norm of
25 fbr 16 year old boys taking some type of shop work in
school is too low. It is apparent that the effect of other
test scores, or some subjective quality considered, in
fluenced the counselor so the selection was not made on the
basis of a "passing” score in the U.S. Civil Service Com
mission Mechanical Ability Test. Unfortunately, the informa
tion on any studies that may involve this test are not avail
able during war time and a study of the Newport News, Virginia,
Shipbuilding and Dry Docks Apprenticeship Program is the only
study available for comparison, but aptitude tests were not
used in the selection or training processes, and as a result.
44
comparisons are impossible. The counselor could only rely
on good judgment regarding the weight this test should have
in the selection of apprentices for shipyard trades.
Patterson and Elliott, Psychologists at the University
of Minnesota, have been leaders in the field of research in
mechanical ability for years. Out of studies done in the
Minneapolis Junior High Schools mainly, they came to the con
clusion that mechanical ability, though appearing to be only
the ability enabling a person to succeed in a restricted
range of vocational and trade work, is in reality a unique
trait that depends on intelligence, motor agility or physical
strength and is independent of such factors as sex and en
vironment.^^
The range of scores for the Finger Dexterity test was
151-220 (Table V). The mean score for dexterity was 192.7-
and the S.D. 119, 34 per cent of the prospective apprentices
made scores in the fourth quartile; 10 per cent in the third
quartile; 14 per cent in the second quartile and 42 per cent
in the first quartile. The mean score for the apprentices
was 16.3 points higher than the mean of 209 found for other
14
Patterson, D.G., and Elliott, E.M., "Psychologic
al Tests of Mechanical Ability". School and Society, Vol. 32,
#822, 1930, p. 418.
45
TABLE V
QUARTILE RANGES AND FREQUENCY
FINGER DEXTERITY TEST
QUARTILE TEST SCORES FREQUENCY
FREQUENCY
PERCENT
QUARTILE
PERCENT
Fourth
151-155
156-160
161-165
166-170
171-175
176-180
181-185
186-188
1
2
0
2
4
8
7
10
1.
2.
0.
2.
4.
8.
7.
10. 34.
Third 189-192 10 10. 10.
Second 193-198 14 14. 14.
First
199-205
206-210
211-215
216-220
35
3
2
2
35.
3.
2.
2. 42.
TOTALS 100 100 100
Mean.........................
Third Quartile............. ,
First Quartile...............
Standard Deviation ......... .
. 192.70
, 187.95
. 197.81
. 11.90
46
■p T - - I T > r -p’, :fT T /-.V r ’ T .7 . * • ">'T A"' t r /J p r T - n fl?Trp r " ' ’ f : F
47
groups tested at the Trade Extension School, Ten boys, 14
per cent, accepted as apprentices made dexterity scores
slower than the mean score. It must be remembered that the
dexterity score is on a time basis, therefore, the smaller
the score the faster the time for the test and the more dex
terous that person would be considered.
Finger Dexterity tests measure a tip-of-the-finger
quality considered very necessary in the more general types
of assembly work involved in the various shops at the U.S.
Naval Dry Docks, hence, the including of a dexterity test
in this battery. Correlations of the dexterity test with
other tests given at the Trade Extension School are quite
low and show that it does not measure a quality related
either to mental ability or mechanical aptitude although
higher correlations were found with mechanical ability than
either of the other tests. This would indicate that good
mechanics seem to be quicker and more accurate with their
hands. This may prove to be the most justifiable reason
for the counselor giving some weight to dexterity as mea
sured by this test for the selection of apprentices in the
U.S. Naval Dry Docks.
The range of scores in the Minnesota Paper Form Board
test was 44-63 (Table VI.) The mean score was 53.24 and the
S.D, 4.66, Twenty-seven per cent of the prospective apprentices
48
TABLE VI
QUARTILü RANGES AND FREQUENCY
MINNESOTA PAPER FORM BOARD TEST
FREQUENCY QUARTILE
QUARTILE TEST SCORES ______FREQUENCY PERCENT PERCENT
i : I! i::
58 - 59 13 13.
Third 56-57 9 9.
54 - 55 13 13. 35.
Second 52 - 53 14 14. 14.
50-51 8 8 .
^ 48-49 9 9.
First 46-47 2 2.
44 - 45 5 5. 24*
TOTALS 100 100 100
Mean.............................53.24
Third Quartile............... 59.6
First Quartile..................51.42
Standard Deviation ........... 4.66
Number o
Cases
49
PA
22
20
18
16
M 53.24
14
53.42
10
51.4
o
o
HIGH LOW
RM SCORES
FIGURE 4
FREQUENCY DISTRIBUTION CHART FOR 100 APPLICANTS SHCM NG SCORES îiADE
IN THE MINNESOTA PAPER FORM BOARD TEST
50
made scores in the fourth quartile; 35 per cent made scores
in the third quartile; 14 per cent in the second quartile
and 24 per cent in the first quartile. Other groups tested
at the Trade Extension School made a mean score of 46 which
means that the prospective apprentices scored 7.24 points
higher. Eleven boys were accepted for apprenticeship train
ing with scores below the mean score made by the group and
7 of these boys had a score below the mean accepted for
selection when the program was planned. Comparison of scores
in other tests of the battery were high and justified the
selection of an apprentice slightly lower in this test.
The range of scores in the Bennett Test of Mechanical
Comprehension was 40-59. (Table VTI.) The mean score was
45.82 and the S.D. 5.94, 37 per cent of the group made scores
in the fourth quartile; 39 per cent made scores in the third
quartile; no person made scores within the second quartile and
24 per cent made scores in the first quartile. Other groups
tested at the Trade Extension School made a mean score of 44
so the prospective apprentices scored 1.82 points higher.
Nine boys were accepted for training with scores below the
mean score made by the group.
Scores in this test are effected by education and it was
noticeable that boys who made lowest scores were in lower
grades. Experience was found to have an appreciable influence
51
TABLE VII
QUARTILE RANGES AND FREQUENCY
BENNETT TEST OF MECHANICAL COMPREHENSION
FREQUENCY QUARTILE
QUARTILE TEST SCORES_______ FREQUENCY PERCENT PERCENT
58 - 59 1 1.
56-57 1 1.
Fourth. 54 - 55 6 6 .
52 - 53 4 4.
50 - 51 25 25. 37.
_ . ^ 48-49 21 21.
Third 4 0 _ 4 7 I8 18. 39.
Second 0 0. 0.
44-45 8 8 .
First 42-43 6 6 .
40 - 41 10 10. 24.
TOTALS 100 100 100
Mean.............................45.82
Third Quartile..................49.98
First Quartile..................45.45
Standard Deviation ........... 3.94
Number of
Cases
52
49.98
24
22
Mçj 45.32
20
M 45.82
18
16
14
12
10
46.45
gg
o
o
CO
HIGH LOW
R/W SCOJffiS
61 53 57 49 45 41 37
FIGURE 5
FREQUENCY DISTRIBUTION CHART OF 100 APPLICANTS SHOWING SCORES MADE
IN THE BENNETT TEST OF MECHANICAL COMPREHENSION
53
TABLE VIII
QUARTILE RANGES AND FREQUENCY
PURDUE INDUSTRIAL TRAINING CLASSIFICATION TEST
QUARTILE TEST SCORES FREQUENCY
FREQUENCY
PERCENT
QUARTILE
PERCENT
23 15 15.
Fourth
2 2 16 16. 31.
2 1 16 16.
Third
2 0 15 15. 31.
19 9 9.
Second
18 1 2 1 2 . 2 1 .
17 7 7.
First 16 5 5.
15 5 5. 17.
TOTALS 1 0 0 1 0 0 1 0 0 .
Mean • •
Third Quartile .............
First Quartile.............
Standard Deviation .........
Number of
Cases
54
24
22
20
18
Qg 21.38
16
M 20.06
14
12
10
17.34
o
o
CO
HIGH
LOW
ÎAW SCORES
23 22 20 19 18 17 16 15
FIGURE 6
FREQUENCY DISTRIBUTION CHART FOR 100 APPLICANTS SHOWING SCORES MADE
IN THE PURDUE INDUSTRIAL TRAINING CLASSIFICATION TEST
55
on the score for this test and. this factor was the determin
ing one in acceptance of the 9 boys who made scores below the
mean. Although no previous correlations v/ith success in
mechanical occupations have been found as yet, correlations
in Chapter III may be helpful.
The range of scores in the Purdue Industrial Training
Classification test was 15-23 (Table VTII.) The mean score
was 20.06 and the S.D. 2.31, 31 per cent of the prospective
apprentices made scores in the fourth quartile; 31 per cent
made scores in the third quartile; 2 1 per cent made scores in
the second quartile and 17 per cent made scores in the first
quartile. The mean score for other groups tested at the
Trade Extension School was also slightly above 20 so this
group compares favorably with others in a test, the purpose
of which is, to measure skill in solving arithmetic problems
quickly and accurately. This test proved to be far the most
difficult of any of the battery and as a result the counselor
faced the problem of rejecting a large group of applicants
or the alternative of accepting a certain number with scores
2 or 3 points below the mean and use shop work to motivate
greater skill in mathematics. The test was not too advanced
for the grade level involved, it was thought, and close check
up revealed that low scores occurred among as many eleventh
grade as among tenth grade students. The lowest Purdue score
56
in which the applicant was accepted as an apprentice was
15 and his I. score was 97. The next lowest Purdue score
in which the applicant was accepted as an apprentice was 16
and his I.Q. score was 106. The 11 boys who made perfect
scores of 23 in the Purdue test ranged from 98-124 I.Q. and
4 of the group of 11 had an I.Q. equal to the mean, 100; 6
were above the mean of 1 0 0 , only 1 was below the mean.
! R
The most important results of the studies of Thorndike,
Bonser,^^ Courtis, Starch,^® and Woody,demonstrate the
wide range of individual differences in capacity and the
specialization and independence of the different abilities
involved in arittmietic. A high degree of excellence in the
fundamental processes--addition, subtraction, multiplication,
and division--have been shown to be consistent with a low
degree of skill in arithmetical reasoning and vice versa.
15
Dechter, M.R. , ’ *The Relationship Between Scores
on the Scholastic Aptitude Tests and Marks in Mathematics and
Science.” Philadelphia, The University of Pennsylvania, 1937,
p. o3 .
Ibid.
Ibid.
Ibid.
Woody, C., "Measurements of Some Achievements
in Arithmetic,” Teachers College, Columbia University Con-
tributions to Education. #80.
57
Indeed, a similar reliability was found to prevail among the
fundamental processes themselves. These led Pox and Thorn
dike to prophesy that "the abilities tested--audition, multi
plication, fractions, rational computation and problems--
bear little resemblance to those of a mathematician.^^ The
general conclusion to be drawn from published studies seems
to be that tests of mathematical skill may not be any more
valuable than general intelligence tests in predicting success
in class work or in mechanical skills. The error most people
make consists in thinking of the population as being divided
into two groups, mathematical or non-mathematical, mechanical
or non-mechanical. As a matter of fact, it is not so divided.
Even if mechanical aptitude exists, it is distributed among
human beings according to the probability curve. At one end
of the scale are a few people who are very mechanical, at the
other are a few who are not very mechanical, while the maj
ority of people can do mechanical work to a medium degree.
Represented in another curve are a few people at one end who
are extremely accurate and skillful in mathematical calcula
tions, at the other are a few who are not very mathematical,
while the majority can do mathematical calculations to a med
ium degree. This analogy might be arawn for each of the tests
used in this battery but a more importai'!L observai:Ion is the
20
Pox, W.S. and Thorndike, E.L., ”The Relationship
Between the Different Abilities Involved in the Study of Arith
metic." Columbia Contributions to Philosophy, Psychology and
Educ ation.
58
apparent positive relation between each of them. Most note-
able, surely, is the fact that the majority of those who are
low in mechanical aptitude are also low in intelligence and
those high in mechanical aptitude are usually high in in
telligence but in between these two extremes are the larger
group with which we are most concerned. There seems to be
justification for counselors using tests as a definite aid in
determining individual abilities.
K. SUBJECTIVE TRAITS
Educators are constantly engaged in the task of study
ing the personal characteristics of individuals and groups
because they are agreed that their likes, dislikes, aspira
tions, and needs, as well as their abilities, disabilities,
and special talents, play an important part in vocational
success. Three traits that are recognized as important
factors in vocational success; viz, personality, drive, and
physical fitness were evaluated by the counselor in select
ing the apprentices.
Definition of terms used. Personality, as one of the
factors, was thought of as: that general quality present in
the individual that shows cheerfulness, attractiveness, and
tactfulness. Drive, as one of the factors, was thought of
as: a quality present in the individual that shows self-
confidence, initiative, ambition, imagination and knowledge.
59
Physical fitness, as one of the factors, was thought of as:
that general quality present in the individual that shov/s
good health, stature, maturity, and poise.
Degree of each subjective trait present. Each of the
factors, personality, drive and physical fitness were classi
fied into high, medium and low to indicate the degree or
relative position of the individual with respect to the group
of applicants. Since quartile groupings had been made for
evaluating the test scores the same process was used by the
counselor for evaluation of each individual with respect to
the group.
Analysis of each subjective trait for 100 applicants.
The "personality” factor for 100 applicants who were accepted
was divided as follows: 21 received high ratings, 4 in the
third quartile and 17 in the second quartile; 55 received
medium ratings, 25 in the third quartile and 10 in the second
quartile; 44 received low ratings, 1 in the fourth quartile
and 43 in the third quartile. (Table IX.)
The "drive” factor for 100 applicants who were accepted
divided as follows: 16 received high ratings, 5 in the third
quartile and 11 in the second quartile; 44 received medium
ratings, 37 in the third quartile and 7 in the second quartile;
39 received low ratings, 52 in the third quartile and 7 in
the second quartile. (Table IX.)
60
TABLE IX
COUNSELOR*S RANKINGS FOR PERSONALITY,
DRIVE AND PHYSICAL FITNESS ON 100 APPRENTICES-TO-BE
QUARTILE
PERSONALITY
High Med. Low
DRIVE PHYSICAL FITNESS
High Med.Low High Med. Low
Fourth. 1 1 7
Third 4 25 43 5 37 32 9 52 23
Second 17 1 0 0 11 7 7 6 3 0
First
61
TABLE X
COUNSELOR*S RANKING FOR PERSONALITY,
DRIVE AND PHYSICAL FITNESS ON 29 APPRENTICES-TO-BE REJECTED
QUARTILE
Personality
High Med. Low
DRIVE
High Med.
PHYSICAL
Low High Med
FITNESS
Low
Fourth 4
Third 2 6 6 2 5 5 4 6 9
Second 7 8 0 6 6 5 4 2 0
First
62
The "physical fitness" factor for 10Ü applicants who
were accepted was divided as follows: 15 received a high
rating, 9 in the third quartile and 6 in the second quartile;
55 received a medium rating, 52 in the third quartile and 3
in the second quartile; 23 received a low rating all of which
were in the third quartile. (Table IX.)
Analysis of each subjective trait for 29 applicants.
The "personality" factor for 29 applicants who had passed the
aptitude tests but were rejected because of lack of other
qualifications was divided as follows: 9 received a high
rating, 2 in the third quartile and 7 in the second quartile;
14 received a medium rating, 6 in the third quartile and 8
in the second quartile; 6 received a low rating, all of which
were in the third quartile. (Table X.)
The "drive" factor for 29 applicants rejected was divid
ed as follows: 8 received a high rating, 2 in the third
quartile and 6 in the second quartile; 1 1 received a medium
rating, 5 in the third quartile and 6 in the second quartile;
10 received low rating, 5 in the third quartile and 5 in the
second quartile. (Table X.)
The "physical fitness" factor for 29 applicants rejected
was divided as follows: 8 received a high rating, 4 in the
third quartile and 4 in the second quartile; 8 received a
medium rating, 6 in the third quartile and 2 in the second
63
quartile; 9 received a low rating all of which were in the
third quartile. (Table X.)
The three factors upon which each applicant was rated
are recognized as subjective rather than objective and,
therefore, more difficult to measure. To the extent that
these subjective factors were maoe more objective they be
come an aid in the selective process and a much more accurate
appraisal of the individual can be obtained. Educators agree
that personality, drive, physical fitness and other subject
ive traits are large factors in success or failure but are
conscious that adequate measurements have not yet been de
vised. There is a great possiblity that these subjective
traits, under proper guidance and training, can be improved.
Quartile ratings for each subjective trait for 71
accepted for training. The quartile ratings for the group
that were accepted follow the probability curve for each
trait, (Figure 7.) beginning with low fourth quartile rating
for one boy and progressively higher numbers of boys through
high to medium to low ratings in the third quartile v/ith the
maximum point appearing at the "low" rating and decreasing
numbers through high and medium ratings in the second quartile,
for the "personality” factor. It is significant that no
ratings are found in the first quartile, and of the 71 applic
ants accepted, 75 per cent of the group, received ratings in
64
the third or fourth quartiles. This indicates positive cor
relation between the subjective ratings by the counselor and
aptitude test scores.
The quartile ratings for the "drive" factor follows
the probability curve (Figure 7), beginning with a raedium
rating in the fourth quartile and progressing to higher
numbers of boys through high, to medium, to low, in the third
quartile with the maximum point being reached at the "med
ium" rating, and decreasing numbers of boys through "high",
"medium", and "low" ratings in the second quartile. In the
"drive" trait no ratings are found in the first quartile and
75 applicants for the apprenticeship program, 75 per cent re
ceived ratings in the third or fourth quartiles. Positive
correlation is evident between subjective ratings by the
counselor and aptitude test scores.
The quartile ratings for the "physical fitness" factor
follows the probability curve (Figure 7), beginning with a
low rating in the fourth quartile progressing to higher
numbers in the high, to medium, to low, in the third quartile
with the maximum point being reached at the "medium" rating
and decreasing numbers of boys through "high" and "medium"
ratings in the second quartile. In the "physical fitness"
trait no ratings are found in the first quartile and 91
applicants for the apprenticeship program, 91 per cent
65
Ca
55
50
45
40
35
30
25
20
15
10
5
4th Q. 3rd Q. 2nd Q. 1st Q.
H 1 M 1 L
1 1
' I
1 1
• 1
H' , M 1 L
1 1
1 1
1 1
1 1
H j M 1 L
1 1
1 1
1 I
1 1
H 1 M 1 L
1 1
1 1
1 »
1 1
1 1
1 1
1 1
1 1
1 1
or of 1 1
1 t
1 1
1 1
1 1
1 1
i 1
1 I
t 1
1 1
1 1
1 1
1 1
1 I
1 I
1 1
1 1
1 1
1 1
!!0s 1 1
' 1
1
1 1
1 1
1 1
1 1
1 1
1 I
1 1
1 1
1 1
1 1
1 1
1 A 1
1 / \ 1
7 \ '
/ / ' \
i 1
I 1
1 1
1 1
1 1
1 1
1 1
1 1
1 1
1 1
1 1
, 1
1 1
1 /
__/ A t \
J 1 1
1 1
1 •
1 1
1 1
---1 ---/Lq.--
. . -,._i... 1 ...... » 1 ...
FIGURE 7
QUJÜRTILE RANKINGS FOR PERSONALITY, DRIVE AND PHYSICAL FITNESS RATINGS
OF 100 APPRENTICES-T0-3E AS RATED BY THE COUNSELOR
Personality Drive •Physical Fitness
66
received ratings in the third or fourth quartiles. Positive
correlation is evident between subjective ratings by the
counselor and aptitude test scores. It is significant that
91 per cent of the prospective apprentices were rated In the
third or fourth quartile by the counselor and we see a much
sharper rise in the probability curve in "physical fitness"
than for "personality" or "drive”. Physical fitness in terms
of stature, health, and appearance is more easily measured
than "personality" or "drive",
Quartile ratings for each subjective trait for 29 re-
jected applicants. The quartile ratings for the group that
were rejected do not follow the probability curve for each
trait. (Figure 8 .) Beginning with high third quartile rat
ing in "personality" for 2 boys, to medium for 6 , and to low
for 6 and in the second quartile ratings high for 7 boys, to
medium for 8 , and the peak is reached at this point. It is
significant that no ratings are found in the first quartile
nor in the fourth quartile but ratings are almost evenly
divided between second and third quartiles, 48 per cent and
52 per cent respectively. Nine boys who received high rat
ings were rejected as compared with 6 who received low rat
ings ,
The quartile ratings for the "drive" factor of the 29
boys rejected is far from a probable curve. (Figure 8 ), The
67
4i h 0/
M
1
Gns3
10
5
3rd
_L
2n^. C
R I rV ;r:r
: : : u '
Ist
H I
I
I
TiX'
nnvm c
'^RTdtE- "OR rRR30M^IJTY, D-':7Z ^RYSTO/I. RTT^IEOS
rCR 23 ^PPRYKTICB5"TC-r"? RATT:' ' : ' Y TRM COYr''"ÎOn
- , P^TSOr.f 1 . i
68
ratings start with 2 boys high in the third quartile; to 5
medium, to 5 low, and the peak is reached in the high rating
of the second quartile with 6 ; thence to 6 medium, to 5 low.
No ratings are found in the first or fourth quartiles. Forty-
one percent are in the third and 59 per cent are in the second
quartile.
The quartile ratings for the "physical fitness" factor
of the 29 boys rejected resembles a probable curve more than
either of the other factors measured. (Figure 8 .) The
ratings start with 4 boys low in the fourth quartile; 4 low
in the third quartile, ascending to 6 médium, to 9 low; 4
high in the second quartile, to 2 medium, and no low ratings.
Approximately 14 per cent of the boys rejected for physical
fitness were rated fourth quartile by the counselor, 65 per
cent were rated in the third quartile and 2 1 per cent were
rated in the second quartile. Thus, a very small percentage
were rejected because of a low rating in "physical fitness"
and these rejections were based upon two mail observations,
viz., small stature and recent illness causing absence from
classes.
69
SUIVÏÎMRY AND CONCLUSIONS
Chapter II on "Bases of Selecting Shipyard Apprentices"
outlined new techniques for counselors* (1 ) Bersonnel men
in industry are dissatisfied with the usual "hit-and-miss"
methods of selecting employees. (2) No precedent had been
established in the U.S. Naval Dry Docks for selecting appren
tices. (3) Records available from the schools are incomplete
and inaccurate.
In view of these needs the counseling procedure employed
for the selection of apprentices at the U.S. Naval Dry Docks
point favorably to the following conclusions:
I. THE PERSONAL INTERVIEW
1. The interview method should be employed to consider
the applicants qualifications for apprentice training in ship
yard work by carefully analyzing his school marks, aptitude
test scores, and occupational interests.
2. Comparison with less selective methods demonstrate
clearly the advantages of the interviewing plan compared with
less scientific methods.
II. SCHOOL MARKS
1, Applicants for apprentice training consistently made
higher grades in shop work than college preparatory subjects
as evidenced by grades submitted in transcripts of credit.
70
2. School marks give the most accurate estimates of a
student»s class standing.
3. Students who made high grades in shop were more
intelligent than those who made low grades.
III. APTITUDE TESTS
1. The use of aptitude tests eliminate many applicants
of doubtful mental ability.
2. The use of aptitude tests protects the U.S. Naval
Dry Docks from spending hours of training and money to train
apprentices of doubtful mechanical ability.
3. Aptitude tests may be used advisedly in the training
of apprentices in this industry.
4. The inter-correlation of test scores indicate that
some of the tests have greater validity in selecting apprent
ices for this industry than others.
5. There are other factors Influencing the selection
that may be of equal importance with mental and mechanical
abilities.
6 . Performance rating are generally superior for
applicants showing higher school marks and better adjusted
personality traits.
7. Tests of manipulative ability are superior to paper
and pencil tests,
8 . Before many of the questions concerning the predict
ive value of group tests can be answered, more attention must
be given to job performance ratings.
71
IV. SUBJECTIVE TRAITS
1. The curves for personality, drive, and physical
fitness in Figure 7 resemble a normal curve, therefore, a
normal grouping, and indicate that apprentices showing
similar ratings in these subjective traits can be accepted
for training with a greater degree of accuracy than applic
ants who do not show so high a rating.
2. The curves for personality, drive, and physical
fitness in Figure 8 do not resemble a normal curve and in
dicate that apprentices showing corresponding low ratings
in these subjective traits cannot be selected with any degree
of accuracy,
3. More scientific methods for the measurement of per
sonal factors of applicants should be devised,
4. Snap judgment methods by counselors admit many un
adjusted apprentices to occupational training.
5. Occupational misfits are avoided only be meticulous
counseling and testing methods.
6 . The measurement of subjective traits must be render
ed as objective as possible to avoid larger percentages of
occupational misfits.
As a result of this experience, it is evident that a
technique has been developed which offers the best used in
industry but that it corrects the deficiencies, and puts
it all on a scientific basis. In the future, it is very pos
sible that this type of counseling may be transferred to the
field of industry for their means of selection.
72
CHAPTER III
APTITUDE TESTS AS A SELECTIVE DEVICE
One of the bases of selection described in the proceed
ing chapter was the use of certain aptitude tests, and the
coefficients of said tests, individual and group, lead to
the definite conclusion that these might be used successfully
for prognostic purposes in selecting shipyard apprentices.
The mechanics of administering the battery of aptitude tests
and a description of each test given to prospective apprentices
in the U.S. Naval Dry Docks was described in the previous
chapter.
The remainder of this chapter will state the reasons
underlying the choice of each test in the battery and show
the coefficients of correlation for each pair of tests used.
A. CHOOSING A BATTERY OF TESTS
The Otis Mental Ability Test was chosen because of prev
ious high correlations with other tests at the Trade Extension
School and because the test seemed to indicate it tested a
person * s ability to "think clearly".
The Civil Service Commission Mechanical Aptitude Test
and the Bennett Test of Mechanical Comprehension had been used
for classifying large numbers of trainees in mechanical fields
73
at the Trade Extension School and fairly high coefficients
with ratings of these trainees on the job. Indicated that the
tests measured mechanical ability in industries closely re
lated to the Shipbuilding trade.
The Finger Dexterity (rivet board) Test measures a tip-
of-the-finger quality considered a necessary quality for
persons engaged In mechanical work.
The Minnesota Paper Form Board Test measures ability in
spatial relations a quality considered essential for work in
all of the shops offered in the apprenticeship program.
The Purdue Industrial Training Classification Test re
sults correlated high for Trade Extension School trainees
in shops requiring speed and accuracy in mathematical calcu
lations *
Since tests are not perfect, but subject to certain errors,
allowance must be maae in some instances for results that are
not an accurate measure of a particular pupil * s ability. Even
the most ardent advocates of intelligence testing claim noth
ing more than an estimate of what a pupil ought to be able to
accomplish whereas the thing most needed for purposes of
grading is a measure of what has already been achieved. In
telligence tests measure general capacity, but school success
depends on many other factors in aadition to native endowment.
Educational tests are far from perfect, yet they are at
74
least the result of an effort in the direction of objective
measurements, and as such, are far superior to any subjective
estimates. In some particular instances the tests used can
be improved upon. In other instances the selection of tests
might be subject to criticism, that there are better tests
available. If this is true, better tests will only add to
the effectiveness of the scheme.
The usual method of grading used in public schools,
which might be called a "lock-step" or "common mold" method,
has numerous weaknesses and disadvantages that become espec
ially evident in dealing with students in trade work. The
method is unscientific in that it is based almost entirely
on subjective data--chronological age, teachers’ judgments
and prejudices, the results of which are not actually meas
ured. Since all of these classes are not uniform in size or
ability and since the teaching conditions are not laboratory
situations, many discrepencies occur and too little account
is taken of individual differences.
No test has yet been devised that measured pure in
telligence, and probably such a scale is beyond human ingen
uity. The individual test, however, is less subject to
accidents of environment, school training and interest, and
the subject is under better control and observation. On the
other hand, for school use rather than research, the group
75
test is not invalidated by the varying influences mentioned.
The factors that tend to disturb a measurement of intelligence
have a large bearing on school success, and it is permissible
to measure them along with native ability--keeping in mind
that they do influence the score. A valuable adjunct to
intelligence tests for school use would be tests of attitude
and interest--if such are available.
Of the correlations between intelligence and other ed
ucational tests, those with arithmetic are lower than in the
case of language or reading comprehension.^ This fact tends
to strengthen the position that arithmetic ability taken alone
is not a safe guide for grading. If any one subject is to be
the basis for classification, language or comprehension Y/ould
serve better than arithmetic. Ketner describes an experiment
in grouping on the basis of reading ability, with excellent
results.^
B. COEFFICIENTS OF CORRELATION
The Product-moment method of solving for r was used to
determine the coefficients of correlation between each of
the tests used as a battery for selecting the 71 apprentices
to the U.S. Naval Dry Docks.
Smith, Clement Harding, "standard Tests in the
Special School" 1922. Thesis presented to University of
Southern California Dept, of Education, p. 32.
2
Ketner, Sarah P., "Grouping for Instruction by
Standard Test." Journal of Educational Research, Oct. 1920.
76
TABLE XI
QUARTILE RANGES AND FREQUENCY
OTIS MENTAL ABILITY TEST
QUARTILE TEST SCORES FREQUENCY
FREQUENCY QUARTILE
Percent percent
Fourth
Third
Second
First
Mean.........
Third Quartile
First Quartile . .
Standard DeviaLion
122-124 3 4.2
119-121 1 1.4
116-118 4 5.6
113-115 9 1 2 . 6
1 1 0 - 1 1 2 1 0 14.
107-109 5 7.1
104-106 9 1 2 . 6
101-103 8 1 1 . 2
98-100 7 9.9
95-97 9 1 2 . 6
92-94 2 2 . 8
89-91 2 2 . 8
8 6 - 8 8 2 2 . 8
TOTALS 71
. 104.83
. 113.9
1 0 0 .
98.8
6.52
23.8
33.7
21.1
21.
100.
77
TABLE XII
QUARTILE RANGES AND FREQUENCY
FOR 71 APPRENTICES
U.S. CIVIL SERVICE COMMISSION PECHaNICAL APTITUDE TEST
QUARTILE TEST SCORES FREQUENCY
FREQUENCY QUARTILE
PERCENT PERCENT
Fourth
Third
Second
First
46
-
47 1 1.4
44
-
45 2 2.8
42 -
43 3 4.2
40
-
41 1 1.4
38
-
39 7 9.9
36
—
37 10 14. 33.7
34 -
35 13 14. 14.
32
_
33 10 14.
30 — 31 10 14. 28.
28
—
29 9 12.6
26 - 27 4 5.6
24
—
25 1 1.4 19.6
TOTALS 71 100. 100.
Mean.............
Third Quartile . .
First Quartile . .
Standard Deviation
33.9
36.12
29.12
4.46
78
1. Otis Mental Ability and U.S. Civil Service Commission
Mechanical Aptitude Tests. Data from Tables XI and XII was
used for the Otis Mental Ability Test and the U.S. Civil
Service Commission Mechanical Aptitude Test. The range of
scores in the Otis Mental Ability Test was 86-124 and 24-47
for the U.S. Civil Service Commission Mechanical Aptitude
Test. The mean I.Q. score was 104.85 and the standard devia
tion was 6.52. The mean U.S. Civil Service Commission Mech
anical Aptitude Test score was 55.9 and the standard devia
tion v/as 4.46. In comparing the I.Q. test scores in Tables
III and XII we find the 71 accepted apprentices have 4.1
points higher norm than that made by the group of boys who
made application for apprenticeships. Comparison of the U.S.
Civil Service Commission Mechanical Aptitude Test scores in
Tables IV and XII show that the 71 accepted apprentices, .83
of a point higher norm than made by the group of boys who
made application for apprenticeship. (Tables III and IV.)
The coefficient of correlation between Otis Mental Ability
and U.S. Civil Service Commission Mechanical Aptitude is .50.
Patterson and Elliott,^ psychologists at the University
of Minnesota have been leaders In the field of research in
mechanical ability for years. Out of studies done in Minn-
^ Patterson, D.G., and Elliott, R.M., "Psychologic
al Tests of Mechanical Ability." School and Society Vol. 32,
#822, 1930 p. 418.
79
eapolis Junior High Schools mainly, they came to the con
clusion that mechanical ability, though appearing to be only
the ability enabling a person to succeed in a restricted
range of vocational and trade work, is in reality a unique
trait that depends on intelligence, motor agility or physical
strength and is dependent of such factors as sex and environ
ment. They found a low correlation to exist between mech
anical ability of fathers and sons; not much relation between
general environment features and mechanical ability but
children who lacked the intelligence necessary for mental
work were in many cases shov/n to possess superior mechanical
ability. It is concluded that with reliable tests reason
able hope for the prediction of success or failure for a
student entering the field of mechanical work can be given.
Standings in mechanical tests correlate low with stand
ings in intelligence tests.Stenquist reports such correla
tions computed on the scores made on his assembly test be
tween a number of groups.^ MacQuarrie reports similar low
correlations in a class at Columbia University students test
ed with the MacQuarrie test and the Otis Intelligence Test.^
4
Kit8on, H.D., "Does General Mechanical Aptitude
Exist?" Industrial Arts Magazine. June 1930, Vol. 19 # 6
pp. 215-219.
5
Stenquist, John, "Measurements of Mechanical
Ability." Teachers College Contributions to Education. #loO,
1923.
^ MacQuarrie, T.E., "The MacQuarrie Test for Mech
anical Ability." The Journal of Personal Research, Vol. 5,
pp. 329-537.
80
Marsh Stockwell Broad also found low correlations between
standings in the Stenquist and MacQuarrie tests and stand
ings in the Terman Group Test of Intelligence,'^ On the basis
of low correlations the claim is made that these mechanical
tests do not measure general intelligence but that they test
another kind of aptitude, "mechanical aptitude", which is
independent of intelligence.
In appraising the force of this conclusion, we should
fix our attention not on the fact that the correlation be
tween mechanical tests and intelligence tests is low, but
on the fact that the correlation is positive, and indicates
some relation between the two capacities. Just because it
is low does not mean that the two are unrelated. As a matter
of fact, it is no lower than the correlation between two
separate components of many of the intelligence tests; such
low correlations between parts is often used as an argument
for retaining them as components of an intelligence test.
Mechanical aptitude is now recognized as a measurable quality.
It varies considerably among individuals and. In general,
has a low correlation with intelligence scores, usually
around .40.®
Broad, March Stockwell, "The Relation of General
Intelligence to Mechanical Ability." Industrial Arts Magazine.
Sept. 1927, Vol. 16 #9, pp. 530-532.
8
Newkirk, Louis V., and Green, Harry A., "Tests
and Measurements in Industrial Education." J. Vviley and Sons,
Inc., New York, 1955, p. 72.
81
Sutherland, shop Instructor at Iowa state College, who
questioned the common assumption that boys who were nigh in
one or these traits must be low in the other, made an in
vestigation of2 1 0 college freshmen, comparing the scores
they made on an intelligence test with the grades they made
in shop work.^ He found that those who made high grades in
shop work were more intelligent than those who made low grades,
and reached the following conclusions:
1. The chances of a boy rated as Inferior in intelli
gence doing superior shop work are about ten to one.
2. That nine out of ten boys of below average intelli
gence received shop grades of average and below.
3. That of every two bright students, one will do sup
erior work in the shop,
4. That in a group of ten boys of "average" mental
capacity, six will do average work in the shop.
5. That the chances against poor shop grades being
received by a student of superior mental capacity are about
eight to one ; with an inferior student, three to one.
6 . That seven out of ten dull students receive shop
grades better than just passing,
9
Sutherland, S.S., Iowa State College, Ames,
Iowa., Arts Magazine, June 1928.
82
TABLE XIII
QUARTILE RANGES AND PREQUi^NCY
FINGER DEXTERITY TEST
QUARTILE TEST SCORES FREQUENCY
FREQUENCY
PERCENT
QUARTILE
PERCENT
Fourth
151-155
156-160
161-165
166-170
171-175
176-180
1
2
0
2
4
7
1.4
2 . 8
0 .
2 . 8
5.6
9.9 22.5
Third
181-185
186-190
4
1 2
5.6
16.9 22.5
Second 191-195 1 2 16.9 16.9
First
196-200
201-205
206-210
211-215
216-220
17
6
1
1
2
23.9
8.5
1.4
1.4
2 . 8 38.
TOTALS 71 1 0 0 . 1 0 0 .
Mean • ........................
Third Quartile ...............
First Quartile ...............
Standard Deviation ......
, 192.4
, 182.69
. 197.5
12.25
8 3
The boys’ intelligence quotient is an excellent indica
tion of the grade he will receive In shop, but the correlation
between these factors is higher in the groups of high or av
erage intelligence than with the dull group.
2. Otis Mental Ability and Finger Dexterity (Rivet Board)
Tests. Data from Tables XI and XIII was used for the coef
ficient of correlation between Otis Mental Ability and the
Finger Dexterity Tests. The range of scores for the Finger
Dexterity was 151-220 seconds, low scores indicate faster
time in the test and nigh scores indicate slower time. The
mean Finger Dexterity score was 192.4 seconds. Comparing the
mean time for the 71 apprentices accepted with the 100 applic
ants we find the apprentices only .3 of a second faster.
(Table V.) The coefficient of correla-uion between Otis I.Q.
and Finger Dexterity was .05. Previous correlations with
other groups using the same apparatus show similar results.
It is generally recognized that this type of test correlates
only slightly with intelligence and also that it is unlikely
that the test measures more than a tip-of-the-finger ability.
3. Otis Mental Ability and Minnesota Paper Form Board
Tests. Data from Tables XI and XIV was used to find the coef
ficient of correlation betv/een Otis I.Q. and Minnesota Paper
Form Board Tests. The range of scores in the Minnesota was
44-63. The mean score in the Minnesota test is 54 for the
/84
TABLE XIV
QUARTILE RANGES AND FREQUENCY
MINNESOTA PAPER FORM BOARD TEST
QUARTILE TEST SCORES FREQUENCY
FREQUENCY
PERCENT
QUARTILE
Percent
Fourth
62 -
60 -
63
61
5
14
7.1
19.8 26.9
Third
58 -
56 -
54-
59
57
55
1 0
6
1 1
14.
8.5
15.4 37.9
Second 52 - 53 8 1 1 . 2 1 1 . 2
First
50 -
48 -
46 -
44 -
51
49
47
45
7
5
2
3
9.9
7.1
2 . 8
4.2 24.
TOTALS 71 1 0 0 . 1 0 0 .
Mean.............
Third Quartile . .
First Quartile . .
Standard Deviation
• 54 •
. 59.59
. 51.41
5.26
85
TABLE XV
QUARTILE RANGES AND FREQUENCY
BENNETT TEST OF MECHANICAL COMPREHENSION
QUARTILE TEST SCORES FREQUENCY
FREQUENCY
PERCENT
QUARTILE
PERCENT
58 59 1 1.4
56
—
57 0 0 .
Fourth
54
-
55 6 8.5
52
—
53 3 4.2 14.1
50 51 18 25.3
Third
48 - 49 1 2 16.9 42.2
46 47 13 18.3
Second
44 - 45 6 8.5 26.8
42 43 4 5.6
First
40
-
41 8 1 1 . 2 16.8
TOTALS 71 1 0 0 . 1 0 0 .
Me an • . . 48.8
Third Quartile * . 52.07
First Quartile . . 43.5
Standard Deviation 4.20
86
apprentices as compared with 55.24 for the 100 applicants
(Table VI.) This represents a gain of .76 of a point. The
standard deviation of the 71 apprentices is 5.26. The coef
ficient of correlation between Otis I.Q. and Minnesota is
.258. This correlation is relatively low but the interest
in the subject material of the Minnesota test v/ould differ
with each individual. This coefficient compares favorably
with that obtained in other groups where both tests have been
used.
4. Otis Mental Ability Test and Bennett Test of Mech
anical Comprehension. Data from Tables XI and XV was used
to find the coefficient of correlation between Otis I.Q. and
the Bennett Test of Mechanical Comprehension. The range of
scores in the Bennett Test were 40-59. The mean score was
48.8 for the 71 apprentices as compared with 45.8 for the 100
applicants. This represents a gain of 3 points. The stand
ard deviation is 4.20. The coefficient of correlation be
tween Otis I.Q,. and Bennett Test of Mechanical Comprehension
is .443. This coefficient is not high but does indicate a
relationship betv/een ability to think clearly as measured
by the I.Q. score and ability to understand the principles
involved in understanding machines. Other surveys of mech
anical information tests show that they do measure differences
in Information among individuals and they have low correlations
v/ith intelligence tests, but they are quite reliable.
87
TABLE XVI
QUARTILE RANGES AND FREQUENCY
PURDUE INDUSTRIAL TRAIMNG CLASSIFICATION TEST
QUARTILE TEST SCORES FREQUENCY
FREQUENCY
PERCENT
QUARTILE
PERCENT
Fourth
25
2 2
1 0
1 0
14.1
14.1 28.2
Third
2 1
2 0
1 0
1 1
14.1
15.4 29.5
Second
19
18
6
1 0
8.5
14.1 2 2 . 6
First
17
16
15
7
3
4
9.9
4.2
5.6 19.7
TOTALS 71 1 0 0 . 1 0 0 .
Mean........................
Third Quartile........... ,
First Quartile .............
Standard Deviation .........
88
5. Otis Mental Abilitv and Purdue Industrial Training
■ 1 1 — — —I— ' FI' I " I , M i l iftill i — - 1 ■ ■ I ■ » I I - I H I I i i i a m — '
Classification Tests « Data from Tables XI and XVI was used
to find the coefficient of correlation between Otis I.0,« and
the Purdue Industrial Training Classification Tests. The
range of scores in the Purdue test was 1523. The mean score
was 20.27 for the 71 apprentices as compared with 20.06 for
the 100 applicants. (Table VIII.) This represents a gain
fo .21 of a point. The standard d.eviation was 2.32. The
coefficient of correlation between Otis I.Q,. and Purdue was
.246,
The Purdue Industrial Training Classification test is
an achievement test requiring ability to solve problems in
volving measurements with scientific instruments and the
fundamental principles of addition, subtraction, multiplica
tion, division, fractions and decimals--necessary skills in
shop work. The coefficients of correlation, .246, is not high
but does compare favorably with correlations between the two
tests made on other groups in the Trade Extension School,
Kelley^^ discovered the important fact that: '^to select a
battery of tests that will make the best prognosis of ach
ievement, one should select tests that correlate highly
with expected achievement and slightly with one another."
10
Symonds, Percival M., "Measurement in Secondary
Education." 1927, p. 364. The MacMillan Co., New York.
89
TABLE XVII
TABLE OP INTER-CORRELATIONS OF THE
SIX APTITUDE TESTS USED IN SELECTING
U.S. NAVAL DRY DOCKS APPRENTICES
OTIS NAVY M.A. P.D. MINN. BENNETT PURDUE
OTIS .500 .050 .258 .443 .246
NAVY M.A. .235 .435 .391 .258
P.D. .106 .277 .360
MINN. .370 .390
BENNETT . 1 1 0
90
Agnes Rogers^^ attempted prognostic tests intended to
analyze mathematical ability and obtain slightly higher
correlations than Kelley showing "mathematical ability can
be predicted as well by intelligence tests as by any special
tests. Orlean and. Lee^^ obtained unusually high coefficients
of correlation between their algebraic ability test^^ and
pupil^ s success in algebra and this work is considered a def
inite contribution to prognosis in mathematics.
Intercorrelations were made for each combination of the
tests but it is unnecessary to repeat the process for each
correlation here. Table XVII shows the coefficients of cor
relation. Most significant are the coefficients of .50 be
tween Otis I.Q,. and U.S. Civil Service Commission Mechanical
Aptitude ; .443 between Otis I.Q. and Bennett Mechanical Comp
rehension; .435 between U.S. Civil Service Commission Mech
anical Aptitude and Minnesota, a spatial relations test; .391
between U.S. Civil Service Commission Mechanical Aptitude and
Symonds, Percival M., "Measurement in secondary
Education." 1927, p. 364. The MacMillan Co., New York.
12
Koos, Leonard V., and Kefauver, Grayson, N.
"Guidance in Secondary Schools." 19o2, p. 319. ihe MacMillan
Co., New York.
13
Lee, J. Murray, "Manual of Directions, Lee Test
of Algebraic Ability." Public School Pub. Co., Bloomington,
Illinois, 1930.
91
Bennett Mechanical Comprehension and .370 between Bennett
Mechanical Comprehension and Minnesota Paper Form Board Test.
These four tests have more factors in common than do either
of the other two tests used in that they all stress clear
thinking ability rather than skill in mechanical manipulation
or mathematical ability.
C. GROUP TESTS VS. INDIVIDUAL TESTS
Part of the problem in this chapter is to determine
whether we will use individual tests or a combination of in
telligence tests and aptitude tests that may be administered
to groups, or if a better selection of apprentices would be
made on the basis of scores in certain skills, such as, scores
in motor skills.
The real problem of this phase of the experiment is to
determine in what ways the group intelligence test may serve
in the study of the educational problems of vocational train
ing in the absence of reliable individual test results. From
14
results indicated by Clement Harding Smith, the group test
will serve as a fair substitute for inaiviaual tests in the
administration of academic education in the special school.
14
Smith, Clement Harding, "Standard Tests in the
Special School" 1922. Thesis presented to University of
Southern California Dept, of Education, p. 32.
92
Whipple says that results from sixteen group tests would be
necessary before an accurate measure of intelligence could
be obtained. The amount of v/ork involved in such an exten
sive testing program would be almost prohibitive, even if the
tests were available. Group tests, if only one or two are
administered, must not be accepted as measures of intelli
gence, but they certainly do test some of those elements that
make for school progress. Terman says that mental tests
should be supplemented by the ratings of character tests and
educational tests.Character tests are not a part of the
armament of the school administrator, although personality
and temperament tests seem to give some good indications of
the qualities of character, but it is feasible to combine
educational and intelligence tests results in practice--with
this understanding, that intelligence tests should supplement
educational tests.
1 . Iji standaroized intelligence tests. are to be found
instruments for the scientific study of the problem and the
measurement of results. Guess work and subjective judgment
are inexcusable when reasonably accurate objective measure
ments are available.
2. Mechanical ability tests possess a predictive value
for certain kinds of work in Vi/hich the factors of form re
lations and manual dexterity are important. But since there
" 1 5
Terman, Lewis M., "The Use of Intelligence Tests
in the Grading of School Children", Terman Journal of Educa
tional Research. January 1920.
93
are also specific elements in the test which may be different
from those involved in the work, its predictive value is
not as high as one would like it to be,
3, Manual Dexterity. As to the desirability of elimin
ating all manual dexterity factors from the tests, the answer
seems to depend on the purpose for which the tests are in
tended to be used. If we wish to measure the all-around
mechanical ability of a person, manual dexterities cannot be
excluded. It is clear that, when a task requires both the
mental ability to grasp the problem and the manual skill
to carry it out we cannot be content to test solely for the
mental factors.
Serious work in the field of prognostic testing began
in 1914 when Kelley made his study of predicting success in
English, history, and mathematics. He and his followers
found that previous records in these subjects and I.Q’s v/ere
as good a measure of prediction as tests in the various sub
jects themselves. The general opinion in regard to I.Q.
seems to be that most school subjects require about the same
degree of mental ability, and that a good intelligence test
is as good a means of prognosis, in almost any subject, as
16
Earle, Frank Maynard, "Tests of Mechanical Ability"
Report #3, Institute of Industrial Psychology. London, 1929.
94
a test in the subject matter itself. Kelley found that
subjects are not as highly specialized as they were once
thought to be, and later studies merely confirmed this fact.
Kelley*s first study in prognosis still stands as the
best single piece of work of its kind. No appreciably great
results have been found since then. The subject is open for
further research and leaves much to be accomplished before
the field is exhausted.
95
bmilviARY AND CONCDUSICi^ü
The trace test makes no pretense of measuring intelli
gence directly; it makes no attempt to measure native en
dowment of the subject, with a view to predicting the degree
of success to be expected as a result of training in a
specific trade; the trade test furnishes a rating, in ob
jective quantitative terms, of the aegree of trade ability
already possessed as a result of practice in the trade.
In a very real sense, nevertheless a trade rating can,
under certain conditions, be used as a help in predicting
the future capability of a tradesman. Lack of intelligence
or lack of interest, in spite of considerable experience in
a trade may be the difference between two men of equal rat
ing but unequal value in a trade. The man with superior test
grades indicates that more rapid progress may be expected as
the result of experience. From the standpoint of future value
the man with superior trade rating is logically the choice.
The application of trade tests methods cannot
help but reveal the extraordinary differences in
the rate at which individuals learn 'when working
under precisely the same conditions, 1
^ Chapman, J.G., Trade Tests., Henry Holt & Co.,
1921, p. 419.
96
One cannot expect, even on the assumption that it is
possible to devise perfect tests of mechanical ability, that
any instruments will predict, with certainty, whether or
not a particular individual will succeed in a given line of
work. One can only say that if he passes the tests in a
satisfactory manner he possesses one of the qualifications
for success in the work in question, and that, in the main,
individuals who show proficiency in the test are more likely
to succeed than those who do not. It may be said too, that
the better the ability as tested, the better his chances
for success ; and conversely, and with much more confidence,
than individuals who do not succeed in the work considered,
since one of the elements necessary for that success is
apparently lacking. It is a well formed generalization in
the field of vocational psychology that it is easier to
predict failure than success. Success in shop work in high
school is one thing, and success in trade work or mechanical
work requiring skill is quite another matter. Aptitude in
learning a trade or occupational skill is the same thing as
later success in an occupation.
It is apparent that the work in developing aptitude
tests for specific occupations has so far reached only a
casuàl comparatively unfinished stage. Much more research must
be done before it can be said that successful mechanics, avia
tors, drivers, salesmen, can be predicted or that specific
97
guidance be given to those entering specific trade training.
Since the problem of selection is as yet unplumbed, what about
the problem of guidance? Guidance is a much broader, more
complex problem than the problem of selecting for a specific
occupation.
We should take notice of how mechanical aptitude tests
relate to the results of mental tests. Positive correlations
for the tests range from .60 for the U.S. Civil Service
Commission Mechanical Aptitude test to .44 for the Mechanical
Comprehension. The implications for testing seem clear:
Include in a battery of mental tests such mechanical aptitude
tests as have been found valuable. It is important, also,
that makers of aptitude tests partial out the effect of in
telligence in their own tests.
An attempt was made to use certain tests in a battery
to predict shop success for the 71 boys in the apprentice
program. The result given in Table XA/II might be summed up
in the following conclusions:
1. It is evident the aptitude hypothesis in vocational
selection has not been established even though some progress
has been make In the last decade.
2. Coefficients between mental ability and mechanical
ability or comprehension indicate that mechanical aptitude is
not apart from inteffigence and emphasized the probability
98
that mechanical ability is a specific measurable factor
rather than a general factor.
3. It is important to partial out the effect of intel
ligence in a battery of tests if possible.
4. Motor skill aptitude tests are not safe predictive
devices for the selection of workers or students.
5. Scholastic aptitude tests in the form of intelligence
tests are batter selective devices than subjective personal
opinion, or reference, or transcripts of record.
6 . Coefficients obtained from the battery of tests used
in this selection are not sufficiently high to prove the
accuracy of a particular test, hence, the need for further
study of other groups being selected.
99
CHAPTER IV
INSTRUCTORS* TRADE TRAINING RATINGS COMPARED WITH
SHOP SUPERVISORS' JOB PERFORMANCE RATINGS
The comparison of trade training grades with actual shop
performance, or success on the job, is an important key to
the selection of apprentices. Reference was made to the
inadequate methods of grading the work of students partic
ularly in shop courses in schools and, more specifically,
the difficulty of comparing successful training grades with
shop supervisors* ratings indicating success on the job.
This chapter will analyze the frequency of instructors* rat
ings and shop supervisors* ratings; compare the relationship
between the two with a normal probability curve and the five
point grading scale.
A. INbTRUCTORS * RATINGS
Range of Grades. The range of grades for 71 apprentices
in the related training classes, including shop mathematics,
U.S. History, English and Trade Science, was 65-94 (Table
XVTII.) The mean grade was 77 and the 3.D. was 6.62, 29.4
per cent of the apprentices made grades in the fourth quartile;
35.3 per cent in the third quartile; 17 per cent in the sec
ond quartile and 18.3 per cent in the first quartile. Thus
100
TABLE XVIII
quartile RANGES AND FREQUENCY
INSTRUCTORS' RATINGS FOR 71 APPRENTICES
QUARTILE RATINGS
frequency QUARTILE PERCENT
FREQUENCY PERCENT PERCENT N. CURVE
93
-
94 1 1.4
91
-
92 0 0 .
89 90 4 5.6
Fourth
87
—
8 8 4 5.6
85
-
8 6 3 4.2
83
— 84 9 1 2 . 6
81 82 7 9.9
Third 79
-
80 6 8.5
77
—
78 1 2 16.9
75 76 6 8.5
Second
73
-
74 6 8.5
71
_
72 4 5.6
69 70 2 2 . 8
First
67
—
6 8 0 0 .
65
—
6 6 7 9.9
TOTAL 71 1 0 0 .
Mean . . 77.
Third Quartile . 82.8
First Quartile . 72.7
Standard Deviation . . 6.62
29.4
35.3
17.
18.3
100.
3.95
45.9
45.9
3.95
99.7
101
64.7 per cent of the apprentices grades in related training
were, average, or above average. In Chapter II. Table II
it was shown 75 per cent of these apprentices had made grades
in college preparatory subjects of average or above average,
indicating that approximately 35 per cent of the apprentices
were now experiencing difficulty in maintaining an average or
above average grade in those subjects in the apprenticeship
program, an increase of 1 0 per cent.
Quartile Ratings by Instructors. At this point, it is
necessary to examine the quartile ratings by the instructors
to determine if the distribution follows that of a normal
curve or if it tends to skew toward high or low grades.
Figure 9, represents the distributions of the instructors*
ratings and we wish to know how closely this distribution
follows a normal probability curve. This may be done by use
of the standard deviation, 6.62 from (Table XVIII.), found
by the product-moment method. bince the b.D. is 6,62 the
fourth quartile would be positive 2.31 sigmas from the mean,
the third quartile would be positive 1.65 sigmas from the
mean, the second quartile would be negative 1.65 sigmas from
the mean and the first quartile would be negative 2 , 3 1 sigmas
from the mean, Tables are available in Garrett^ from which
^ Garrett, H.E., Statistics in Psychology and Ed
ucation, 1941 Longman's, New York, Green and Co. p. 110.
102
we can determine the frequency of the fractional parts in
this distribution, assuming that it is a fairly normal dis
tribution. Between the mean and a point 1.65 sigmas is
found 45.9 per cent of the apprentices in the group, or those
in the third quartile. Between the mean and a point 2.31
sigmas is found 49.85 per cent; 49.85-45.9 equals 3.95 per
cent, or the number of apprentices in the fourth quartile.
Table XVTII shows 29.4 per cent of the apprentices were
graded in the fourth quartile by the instructors, o5.3 per
cent in the third quartile, 17 per cent in the second quartile
and 18.3 per cent in the first quartile. Thus, approximately
lU times more apprentices were graded in the fourth quartile
by the instructors than would have been, if the group repre
sented a normal probability curve ; 35.3 per cent were graded
in the third quartile by the instructors, or, only approxim
ately three-fourths as many apprentices were graded in the
third quartile as should have been if the group followed a
normal probability curve ; 17 per cent were graded in the
second quartile by the Instructors, or, only approximately
one-third as many as should have been if the group followed
a normal probability curve; and, 18.3 per cent were graded
in the first quartile by the instructors, or, approximately
6 times more than should have been if the group represented
a normal probability curve.
103
TABLE XIX
QUARTILE RANGES AND FREQUENCY
SHOP SUPERVISORS' RATINGS FOR 71 APPRENTICES
QUARTILE RATINGS FREQUENCY
FREQUENCY
PERCENT
QUARTILE
PERCENT
PERCENT
N. CURVE
Fourth
91
89
87
85
83
81
- 92
- 90
- 8 8
- 8 6
- 84
- 82
2
1
1
7
5
2 2
2 . 8
1.4
1.4
9.9
7.1
30.8 53.4 3.95
Third 79 - 80 14 19.8 19.8 45.9
Second 77 - 78 6 8.5 8.5 45.9
First
75
73
71
69
- 76
- 74
- 72
- 70
7
4
0
2
9.9
5.6
0 .
2 . 8 18.3 3.95
TOTALS 71 1 0 0 . 1 0 0 . 99.7
Mean . . . 79
Third Quartile • .
First Quartile . .
Standard Deviation
80.7
76.73
6.36
Number of
loa
Cases
E2:
m
m
1 - 7 3-
N o. 6201, U n iv e rs ity Book Store, Los Angeles
105
B . SHOP SUPii^RVISORS* RATINGS
Range oT Grades. The range of grades in shop work for
71 apprentices at the U.S. Naval Dry Docks was 69-OS (Table
XIX.) The mean grade was 79 and tne S.D. 6.56, 55.4 per cent
of the apprentices made grades in the fourth quartile; 19.8
per cent in the third quartile; 8.5 per cent in the second
quartile, and 18.5 per cent in the first quartile. Thus,
75.2 per cent of the apprentices grades in actual shop work
were average, or above average. In Chapter II, Table II it
was shown 99 per cent of these apprentices had made grades
in shop courses average or above average, indicating that
approximately 27 per cent of the apprentices were now ex
periencing difficulty in maintaining an average, or above
average grade in shop courses in the apprenticeship program,
an increase of 26 per cent.
Quartile Ratings by Shop Supervisors. An examination of
the quartile ratings by the shop supervisors to determine
how closely they follow the normal curve is desirable. Since
the mathematical calculation was explained previously it
will not be repeated. The S.D^s of 6.62 for instructors and
6.o6 for shop supervisors are almost equal and quartile ranges
would be alinpst identical for the two groups. Again using
I
the tables for determining the frequency of the fractional
parts in this distribution and comparing with a normal curve
106
we find 53.4 per cent, approximately fifteen times as many
apprentices graded in the fourth quartile by the shop super
visors as should be expected if the group followed a normal
probability curve ; 19.8 per cent of the third quartile or less
than half the number we should expect; 8.5 per cent in the
second quartile or about one fifth of the normal expectancy;
and 18.3 per cent in the first quartile or approximately six
times as many as should be expected.
From the above, it is evident that a considerable dif
ference between grading methods of instructors and shop super
visors exists, due to the fact that the small number of
apprentices reduces the validity of such an assumption, and,
it is doubtful if wide agreement can be found supporting the
normal probability curve for grading.
Comparison on Five Point Grade Basis. If the grades
given by the instructors are arranged on a five point basis,
the basis used by the majority of schools, 1.4 per cent of
the apprentices made a grade of A instead of 3.5 per cent to
be expected by the normal probability curve; 15,4 per cent
of the apprentices made a grade of B instead of 23.8 per cent
in the normal expectancy; 56.4 per cent received a grade of
C instead of 45 per cent in the normal expectancy; 16.9 per
cent received a grade of D instead of 23.8 per cent in the
normal expectancy and 9.9 per cent received a grade of F instead
107
TABLE XX
COMPARISON OF INSTRUCTORS» AND
SHOP SUPERVISORS » GRADES WITH
NORLIAL PROBABILITY CURVE FOR 71
U.S. NAVAL DRY DOCKS APPRENTICES
GRADE RATINGS
^ In
Normal
Curve
% in
Instructors »
Rating
% in
Shop Super
visors » Rating
A 91 - 94 3.5 1.4 2.8
B 85 - 90 23.8 15.4 12.7
C 75 - 84 45. 56.4 76.1
D 69 - 74 23.8 16.9 8.4
F 65 - 68 3.5 9.9 0.0
108
of 3.5 per cent in the normal expectancy. (Table XX,)
If the grades given by the shop supervisor are arranged
on a five point basis, 2.8 per cent received a grade of A
instead of 3.5 per cent, the normal expectancy; 12.7 per cent
received a grade of B instead of 23.8 per cent the normal
expectancy; 76.1 per cent received a grade of C Instead of
45 per cent the normal expectancy; 8.4 per cent received a
grade of D instead of 23.8 per cent the normal expectancy
and no apprentices received a failing grade, even though
5.5 per cent would, had the group been normal. (Table XX.)
109
STTvli&lARY AND CONCLUSIONS
Studies of teachers » marks reveal the fact that such
measures are entirely unsuited for the evaluation of pupil
achievement since they are extremely subjective and quite
unreliable. These studies confined themselves mainly to
teachers » marks used in the rating of accomplishment as it
is revealed on the written page. Many of the teachers*
marks in industrial education are given on this same basis.
One must conclude that shop and drawing teachers are
highly unreliable in their ratings of the same group of
projects or drawings because they are more or less subject
ive in their markings than are teachers of the academic sub
jects .
1. It is clear that the 71 apprentices do not represent
a normal probability curve because those of doubtful ability
were prohibited from entering the apprenticeship program
through the careful screening process thus eliminating part,
if not all, of those who would normally appear in the first
quartile and in the group that would receive P’s and D’s from
the instructors and shop supervisors.
2. There should be fairly close agreement in the quart
ile ratings and five point grading scale of instructors and
shop supervisors. Figure 9, shows a graphical indication of
the variation between instructors* and shop masters* ratings.
110
3. The instructors* ratings, being lower, indicate
that they are grading too closely, or conversely, the shop
supervisors * ratings show a greater number of average and
above average grades, therefore, too much leniency in grading.
4. The instructors and shop supervisors have widely
differing objectives and measuring devices in mind, therefore,
a closer working understanding should be established between
instructors and shop supervisors to discover a common ground
for grading.
Ill
CHAPTER V
APTITUDE TESTS COMPARED WITH
INSTRUCTORS* AND SHOP SUPERVISORS* RATINGS
The purpose of this chapter is to determine which types
of aptitude tests best correlate with school ability measured
by grades of instructors, in related training and to determine
which types of aptitude tests best correlate with trade train
ing as measured by grades of shop supervisors. A result will
be to indicate the practical application of the use of group
tests in selecting apprentices and the possibilities of such
a plan to be used in similar schools where an occupational
counselor may be selecting apprentices for trade training.
The writer will show the coefficients between instruct
ors* ratings and scores of each of the aptitude tests, be
tween shop supervisors * ratings and scores of each of the
aptitude tests; and a correlation summary.
A. COEFFICIENTS FOR INSTRUCTORS* RATINGS
AND SHOP SUPERVISORS* RATINGS WITH OTIS MENTAL ABILITY TEST
The product-moment method of correlation was applied to
the scores in the Otis Mental Ability test for 7i apprentices
(Table XI.) and the coefficient obtained between instructors*
ratings (Table XVIII.) and shop supervisors* ratings (Table XIX.)
112
to be able to compare the coefficients with other tests given
and determine which seem to be higher and which might be used
for predicting more successful job performance. The coeffic
ient for instructors* rating was .596 and for the shop super
visors* rating -.066. The negative coefficient of -.066 for
shop supervisors* rating is of no value wiiile the coefficient
of .396 for the instructors* rating might be considered of
some significance in selecting apprentices.
The general intelligence test in trades may be used to
denote the level of accomplishment v/hich workers are likely
to sustain v/ithin a given occupation, or trade training for
that occupation. It may well serve to eliminate low grade
workers from industry, and to call attention of the manage
ment to exceptional ability but the extremely low coefficient
for the shop supervisors* rating indicates that the supervisor
may be relying on other factors, such as interest and per
formance, much more than on intelligence. Hu i 1 estimates the
determining factors of success on the job to be in the follow
ing proportions:
Capacity or ability bO%
Industry and willingness ob%
Chance or accident 15%
^ Hull, C.L., "Aptitude Testing". world Book Co.,
New York 1928, p. 179.
115
B. COEPPICIBNTS POR INSTRUCTORS' RATINGS
AND SHOP SUPERVISORS» RATINGS ^ITH U.S. CIVIL SERVICE COM
MISSION MECHANICAL APTITUDE TEST
The coefficient obtained between the scores in the U.S.
Civil Service Commission Mechanical Aptitude Test (Table XII.)
and the ratings from the instructors’ (Table XVIII.) was .558
ana from the shop supervisors’ rating (Table XIX.) was -.065.
Unfortunately, results from this test are not available for
comparison since it is a civil service commission test. It
was assumed to be of high reliability and was aaministered
because it is required of all U.5. Naval Labor Board applic
ants. The coefficient of .558 with instructors’ rating is
sufficiently high to warrant its use in selecting apprentices.
However, the negative coefficient of -.085 with the shop
supervisors’ rating is difficult to explain. In other surveys
conducted at the Long Beach Trade Extension School, and with
tests of similar content, the coefficient obtained from the
correlation with instructors’ rating compares favorably.
Paper and pencil tests of this type measure a variety of
levels of mechanical ability. The assumption is that the
individual who is mechanically inclined will have picked up
more information about tools and mechanical processes than
another individual not mechanically inclined. It does not
follow that such an indiviaual will be a good worker with tools.
114
For Job selection purposes, a test of this type may be inclus
ive enough to cover particular types of work needed in the
U.S. Naval Dry Docks but it is probable that a more technical
test or an achievement test would yield higher coefficients
with the shop supervisors’ ratings.
G. COEFFICIENTS FOR INSTRUCTORS’ RATINGS
AND SHOP SUPERVISORS’ RATINGS ?/ITH FINGER DEXTERITY (RIVET
BOARD) TEST
The coefficient obtained between the Finger Dexterity
test scores (Table XIII.) ana the instructors’ rating (Table
XVTII.) was .214 and from the shop supervisors’ ratings (Table
XIX.) .673. The coefficient of .214 with instructors’ rating
is too low to be of any significance but the coefficient of
.673 with shop supervisors’ ratings is significant. Previous
correlations with other groups in training give similar re
sults with instructors’ ratings indicating that tests of a
performance type, where manipulation of parts is Involved,
do not yield high enough coefficients to be of any value in
predicting success in shop work. The coefficient of .673
with shop supervisors’ ratings indicates that mechanical tests
of a performance type are considered reasonably reliable,
provided there are a sufficient number of items used to in
volve repeating the operation a large enough number of times
115
to consume a space of time or test the individual’s manipu
lative ability. While a coefficient of .673 is about 10 per
cent better than guess, it is recognized that tests measuring
speed, primarily, show little correlation, hence, a coeffic
ient as high as .673 may be of greater significance than
previously thought. There may be sufficient resemblance be
tween the test and manual trades included in work at the U.S.
Naval Dry Docks to warrant the continued use of the test as
part of the procedure for selecting the best apprentices for
the trades involved.
D. COEFFICIENTS FOR INSTRUCTORS’ RATINGS
AND SHOP.SUPERVISORS’ RATINGS WITH MIIHIESOTA PAPER FORM BOARD
TEST
The coefficient obtained between the Minnesota Paper Form
Board Test scores (Table XIV.) and the instructors’ rating
(Table XVIII.) was .254 and from the shop supervisors’ rating
(Table XIX.) -.171 are both too low to be of any value in
predicting success in job performance. This test is an
adaptation and extension of the Army Beta Examination and
tests a bidimensional spatial relations ability, necessary
in some types of mechanical ability. Correlations with qual
ity of shop output in a school shop course is ,55 and with
mechanical information .57 according to the authors but com
parable coefficients have not resulted in previous surveys
116
made at the Long Beach Trade Extension School; in fact, pos
itive correlations of .38 and .39 are the highest obtained
for instructors’ ratings and shop supervisors’ ratings, re
spectively, in a group of 115 aircraft draftsmen. Research
in connection with the U.S. Naval Dry Docks Apprentices in
dicate the test is of doubtful value in the selection of
apprentices for mechanical shop work but for more technical
trades might be of greater value.
E. COEFFICIENTS FOR INSTRUCTORS’ RATINGS
AND SHOP SUPERVISORS’ RATINGS WITH BENNETT TEST OF MECHANICAL
COMPREHENSION
The coefficient obtained between the Bennett Test of
Mechanical Comprehension scores (Table XV.) and with the
instructors’ ratings (Table XVTII)was .o25 and from the shop
supervisors’ ratings (Table XIX.) was .181. The Bennett test
has been used by many trade schools in training programs and
is particularly applicable to students in fidds involving
knowledge of machine operations.
Scores in this test seemed to be affected by education;
that is, those who had not completed the tenth grade received
lower scores in the test. Comparing the coefficients of
instructors’ ratings with shop supervisors’ ratings would in
dicate that little, if any, influence of education was in
117
evidence when the shop supervisors were making ratings of the
apprentices since the shop supervisors’ coefficient is .181
and one might conclude that the test was not a measure of the
factors considered important in shop performance. It is
conceivable that the Bennett test is more nearly a measure
of theoretical content and acquired information. Higher
coefficient with instructors’ ratings is evidence of this
fact, too. However, both coefficients are too low to place
much reliability on the test without a greater number of
apprentices to rate for correlation purposes or opportun
ities to compare the coefficients obtained with similar groups.
F. COEFFICIENTS FOR INSTRUCTORS’ RATINGS
AND SHOP SUPERVISORS’ RATINGS WITH PURDUE INDUSTRIAL TRAINING
CLASSIFICATION TEST
The coefficient obtained between the Purdue Industrial
Training Classification Test scores (Table XVT. ) and the
instructors’ ratings (Table XVIII.) was .310 and with the
shop supervisors’ ratings (Table XIX.) was .214. This test
measured a number of fundamental mathematical operations and
is used as an achievement test in mathematics. Both coeffic
ients are too low to indicate more than a guess in predicting
success in job performance. A previous correlation made on
a group of 115 aircraft draftsmen at the Long Beach Trade Ex
tension School yielded coefficients of .79 and .77, respectively
118
with instructors and shop supervisors* ratings. These coef
ficients would indicate that more than chance selections
could be made when sufficiently large enough groups are con
sidered in the correlations.
Table XXI shows the coefficients of correlation between
instructors* ratings and each of the aptitude tests and, be
tween shop supervisors * ratings and each of the aptitude
tests.
119
Table aai
COEFFICIENTS OF CORRELATION
BETWEEN INSTRUCTORS’ RATINGS AND SHOP SUPERVISORS’
RATINGS FOR 71 APPRENTICES SELECTED
FOR THE U.S. NAVAL DRY DOCKS
TEST r P.E.
OTIS Instructors’ Rating .396 .08
Shop Supervisors’ Rating -.066 .08
U.S. CIVIL Instructors’ Rating .558 .05
SERVICE M.A. Shop Supervisors’ Rating -.085 .08
FINGER Instructors’ Rating .214 .07
DEXTERITY Shop Supervisors’ Rating .673 .04
MINNESOTA Instructors’ Rating .254 .06
Shop Supervisors’ Rating -.171 .07
BENNETT Instructor’s Rating .325 .07
Shop Supervisors’ Rating .181 .07
PURDUE Instructors’ Rating .310 .07
Shop Supervisors’ Rating .214 .07
120
SUimARY AND CONCLUSIONS
Scores obtained on carefully prepared educational tests
are more accurate than the teacher’s subjective judgment,
but they are not accurate enough to be considered final and
used dogmatically.
A pupil who has a high score on tests of intelligence
and mechanical ability should do good work in industrial
education courses. The fact that a student has these abilit
ies does not necessarily mean that he should receive a high
mark. Standardized and teacher-made tests should be utilized
for measuring achievement and the results used as a major
factor in assigning shop marks. Aptitude tests are valuable
in guidance and diagnosing individual differences.
1. Shop supervisors’ ratings for the apprentices more
nearly follow the normal probability curve than do ratings
of the instructors in related training.
2. A comparison of the coefficients of correlations
made with the Otis Intelligence Test indicate shop super
visors may be relying on other factors, such as interest and
performance much more than instructors.
3. A comparison of the coefficients of correlations
made with the U.S. Civil Service Mechanical Aptitude Test
indicates that it has value for selective purposes but is
121
lacking in achievement measures to be of much value to shop
supervisors.
4. A comparison of the coefficients of correlations
made with the Finger Dexterity test indicates that manipu
lative tests have little, if any, value for selective purposes
but this test seems to have value in measuring factors in
cluded in actual shop performance, as observed by shop super
visors .
5. A comparison of the coefficients of the correlations
made with the Minnesota Paper Form Board Test Indicates that
this test Is of doubtful value for the selection of appren
tices, in the trades offered in the U.S. Naval Dry Docks.
6. A comparison of the coef 1‘ icients of correlation made
with the Bennett Test of Mechanical Comprehension indicates
that this test has little, if any, value in shop performance
but does involve knowledge of scientific principles contacted
in related training and, is therefore, of value In selecting
apprentices in trades for the U.S. Naval Dry Docks.
7. A comparison of the coefficients of correlation
made with the Purdue Industrial Training Classification Test
indicates that the factors measured by this test are more
important to the instructors in trade training than to shop
supervisors who are Judging the apprentices on the basis of
shop performance.
122
CHAPTER VI
CAUSES FOR TERMINATIONS
There are several qualifications, v/hich if possessed by
the apprentices, will favor their being retained in the U.S.
Naval Dry Docks, until the completion of their apprenticeship
period.
A. DESIRABLE APPRENTICE QUALIFICATIONS
Chief among these qualifications are, (1) the ability
of the apprentice to master the skill and knowledge necessary
for successful performance in their respective trades, (2)
the personality traits of the apprentice, (3) craft morale.
An objective of the apprentice school is not only to impart
the technically related information pertinent to a given
craft but also to develop specific habits of conduct, specific
attitudes toward production problems and fellov/ worltmen; and
to develop initative, resourcefulness, interest, and job
pride, through setting up situations in wnich apprentices
may participate with pleasure and profit. These character
istics are a vital part of craft morale.
Ability. The ability of an apprentice to master the
knowledge which is technically related to his craft can readily
be measured through examinations, daily grades, and objective
123
tests, even though the scores obtained may be imperfect
measures of learning. These devices for measuring are the
best ones available and are the ones commonly accepted as
measures of progress in the apprentice school and in the
shop at the U.S. Naval Dry Docks.
Personality traits. Much consideration has been given
to the significance of personality or character traits. The
American Vocational Association Committee on Standards of
Accomplishment in Industrial Arts refers to this phase of
the work as ' ‘ what you should be”.
Craft morale. Craft morale is not a problem with the
apprentice that is making satisfactory progress in the ap
prentice school and in the U.S. Naval Dry Docks. His "craft
morale” decreases when he is experiencing difficulty so
terminations from the apprenticeship program must be consider
ed with "craft morale". The remainder of this chapter wi11
treat the individual cases of termination from the program
to discover, if possible, underlying reasons for termination.
Navy and Civil Service Commission regulations prohibit the
publication of names of employees, therefore, the badge number
of the apprentice was used for purposes of identification.
124
B. BASIS OF ANALYSIS
The records of each apprentice terminated were compiled
into case records showing the quartile rating in five general
areas (1) tests, (2) subjective traits, (3) Percentile rank
at entrance, (4) pre-apprentice school grades, and (5) ap
prentice grades. The percentile rank (3) represents the rank
of each apprentice with respect to the other 99 in the group,
based on a composite score of test results and subjective
trait ratings determined by the counselor.
126
C. CASE RECORD OF TERMINATION
FROM
U.S. NAVAL DRY DOCKS
Badge No. 7699
Quartile
1. Quartile Rank in Aptitude Tests.................. 3 3c 4
2. Quartile Rank in Subjective Traits... ........... 3
3. ^-ile Rank at time of Entrance..................99
4. Pre-Apprentice Crades
a. College Prep, courses ...................... 3
b. Shop courses. ............................... 3
5. Apprentice Grades
a. Related Training classes....................3
b. Shop courses.................................2
6. Attitude toward related training based on period
ical deportment ratings from instructors .... 3
7. Attitude toward shop training based on period
ical deportment ratings from shop supervisors. . 1 (70%)
8. Length of time employed...........................1 mo. 9 days
9. Reason for termination . . . “Excessive absence.”
126
Careful analysis of termination case No. 7699 shows
third and fourth quartile, or above average, rank in aptitude
test scores; third quartile, or average, rank in subjective
traits; third quartile, or average, rank in pre-apprentice
school and shop grades; third quartile, average, rank in
apprentice school grades but second quartile, below average,
rank in apprentice shop v/ork; and first quartile, very low
or failing, rank in school and shop attitude. (Figure 10.)
Further analysis of item 9, reason for termination,
shows that excessive absence was responsible for the appren
tice’s inability to do satisfactory work. His school attitude
was third quartile, or average, indicating that shop work or
an opportunity to learn a trade was not the objective of this
a prentice. It is difficult to determine the actual factors,
other than absence, leading to his dismissal without records
of interviews subsequent to the apparent change in objective.
127
128
D. CASE RECORD OF TERMINATION
FROM
U.S. NAVAL DRY DOCKS
Badge No. 6751
Quartile
1. Quartile Rank in Aptitude Tests.................. 3
2. Quartile Rank in Subjective Traits............... 2
3. %-ile Rank at time of entrance..................78
4. Pre-Apprentice Grades
a. College Prep, courses . 2
b. Shop courses * 2
5. Apprentice Grades
a. Related Training classes....................2
b. Shop courses.................................2
6. Attitude toward related training based on period
ical deportment ratings from instructors .... 1
7. Attitude toward shop training based on period
ical deportment ratings from shop supervisors. . 1 (70%)
8. Length of time employed...........................1 mo. 14 days
9. Reason for termination ...........................
“Absent without authority.”
129
Careful analysis of termination case No. 6731 shows
third quartile, or average, rank in aptitude tests scores ;
second quartile, or below average, rank in subjective traits;
second quartile, or below average, rank in pre-apprentice
school and shop grades; first quartile, very low or failing,
rank in apprentice school and shop grades; and first quartile,
very low or failing, in school and shop attitude. (Figure 11.)
Further analysis of item 9, reason for termination,
shows "absence without authority” responsible for the dis
missal of this apprentice. The above evidence indicates
that apprentice training was not the true objective of this
apprentice, and that personality factors may be the determin
ants rather than lack of mental and mechanical aptitudes.
130
131
E. CASE RECORD OF TERMINATION
FROM
U.S. NAVAL DRY DOCKS
Badge No. 6729
Quartile
1. Quartile Rank in Aptitude Tests................. 3 & 4
2. Quartile Rank in Subjective Traits ....... 2
3. %-ile Rank at time of entrance . ..............72
4. Pre-Apprentice grades
a. College Prep, courses . ................. 1
b. Shop courses.......................... 1
5. Apprentice grades
a. Related training classes.............. 1
b. Shop courses.......................... 1
6. Attitude toward related training based on period
ical deportment ratings from instructors .... 1
7. Attitude toward shop training based on period
ical deportment ratings from shop supervisor . . 1 (70%)
8. Length of time employed..................... 1 mo. 13 days
9. Reason for termination ...........................
“Absence without authority."
132
Careful analysis of termination case No. 6729 shows
third and fourth quartile, or above average, rank in aptitude
test scores ; second quartile, or below average, rank in sub
jective traits ; first quartile, very low or failing, rank in
pre-apprentice school and shop grades ; first quartile, very
low or failing, rank in apprentice school and shop grades ;
and first quartile, very low or failing, in school and shop
attitude. (Figure 12.)
Further analysis of item 9, reason for termination,
show “absence without author! responsible for the dis
missal of this apprentice. The evidence above indicates
that pre-apprentice school and shop grades had been low and
low grades continued in the apprentice school and shop work.
Low second quartile ratings in the subjective traits seem
to be an indication of lack of personal factors necessary
for success in employer-employee relationships. It is quite
evident this apprentice did not care to learn the shipbuild
ing trade.
133
134
F. CASE RECORD OP TERMINATION
PROM
U.S. NAVAL DRY DOCKS
Badge No. 7060
Quartile
1. Quartile Rank In Aptitude Tests................. 3 & 4
2. Quartile Rank in Subjective Traits .............. 2
3. %-ile Rank at time of entrance ......... 60
4. Pre-Apprentice Grades
a. College Prep-courses.................. ..... 2
b. Shop courses................................2
5. Apprentice Grades
a. Related Training classes...................1
b. Shop courses. ............... .. 1
6. Attitude toward related training based on period
ical deportment ratings from instructors .... 3
7. Attitude toward shop training based on period
ical deportment ratings from shop supervisors. . 1 (70%)
8. Length of time employed..........................1 mo.28 days
9. Reason for termination ...........................
"Excessive absence, reinstated once."
135
Careful analysis of termination case No. 7060 shows
third and low fourth quartile, or average, rank in aptitude
test scores; third quartile, or average, rank in subjective
traits; second, quartile, or below average, rank in pre-ap
prentice school and shop grades; first quartile, very low or
failing grades in apprentice school and shop grades ; and
third quartile, or average, in school attitude but first
quartile, very low or failing, in shop attitude (Figure 13.)
Further analysis of item 9, reason for termination shows
excessive absence, after being reinstated once, responsible
for dismissal of this apprentice. Apparently the apprentice
had experienced difficulty in pre-apprentice school and shop
work and the difI'iculty increased rather than improved when
he entered the apprentice program as indicated by low first
quartile ranks in both school and shop grades. It is signi
ficant that he was apparently making an honest effort with
respect to school work but there seemed to be little to
challenge him in the shop work.
136
137
G. CASE RECORD OF TERMINATION
FROM
U.S. NAVAL DRY DOCKS
Badge No. 6780
Quartile
1. Quartile Rank in Aptitude Tests....................2,3&4
2. Quartile Rank in Subjective Traits .............. 3
3. %-ile Rank at time of entrance..................40
4. Pre-Apprentice Grades
a. College Prep, courses ...................... .1
b. Shop courses...................................2
5. Apprentice Grades
a. Related training classes..................1
b. Shop courses. ...........................1
6. Attitude toward related training based on period
ical deportment ratings from instructors . . . .1
7. Attitude toward shop training based on period
ical deportment ratings from shop supervisors. , 1 (60%)
8. Length of time employed............................. 2 mo.8 days
9. Reason for termination ...........................
"Irregular attendance; inconsistent,
inefficient, attitude to progress as
an apprentice very poor."
138
Careful analysis of termination case No. 6780 shows
third quartile, or average, rank in four aptitude tests, sec
ond quartile, below average, rank in the Bennett test, fourth
quartile, or above average, rank in the Purdue test; Third
quartile, or average, rank intthe subjective tests; low
first quartile, very low or failing, rank in college prep-
courses, second quartile, or below average, rank in apprent
ice school and shop grades; and first quartile, very low or
failing, in school and shop attitude.
In case No. 6780 we find a wide range of aptitudes
indicated, ranging from average in mentality and mechanical
aptitude, to below average in mechanical comprehension and
to an above average rank in mathematical ability. Ratings
in pre-apprentice and apprentice training are very low with
the exception of the pre-apprentice shop rating which, though
below average seemed to indicat eht apprentice was genuine
ly interested in shop work but not interested in other school
work and probably possessing the mental and mechanical capac
ity to do acceptable work if given an opportunity to learn
a trade.
Further analysis of item 9, reason for termination,
indicates a pronounced lack of interest in learning the ship
building trade which lead directly to his dismissal. Very
low first quartile ranks appear in both pre-apprentice and
139
apprentice school grades. It is diHicult to analyze causes
for failure without more records from subsequent interviews.
140
141
H. CASE RECORD OF TERMINATION
FROM
U.S. NAVAL DRY DOCKS
Badge No. 6266
Quartile
1. Quartile Rank in Aptitude Tests.................. 2 & 3
2. Quartile Rank in Subjective Traits..............2 & 3
3. %-*ile Rank at time of entrance.................. 29
4. Pre-Apprentice Grades
a. College Prep, courses • .................... 3
b. Shop courses.................................3
5. Apprentice Grades
a. Related training classes....................1
b. Shop courses................................3
6 . Attitude toward related training based on period
ical deportment ratings from instructors .... 1 (0%)
7. Attitude toward shop training based on period
ical deportment ratings from shop supervisors. . 1
8 . Length of time employed...........................2 mo. 28 days
9. Reason for termination ...........................
(Absence without authority.)
142
Careful analysis of termination case No. 6266 shows
second quartile, or below average, rank in mental ability but
third quartile, or average, rank in the other tests except
for second quartile, belov/ average, rank in mechanical comp
rehension; second and third quartile, or near average rank in
subjective traits; third quartile, or average, rank in pre
apprentice school grades; first quartile, very low or failing,
rank in apprentice related training, third quartile, or
average, rank in apprentice shop grades; and first quartile,
very low or failing, in school and shop attitude. (Figure 15.)
This case shows a tendency to waiver between below
average and average rank for the aptitude tests. Most signi
ficant are the below average I.Q. score and the average math
ematical ability score. Ratings in the subjective traits
did not indicate low tendencies but lack of ambition or drive
apparently made a definite impression on the counselor and
may indicate a recent change in attitude toward school work
rather than a marked lack of mental ability. Ratings in shop
work in the apprentice school are average, indicating genuine
interst in the opportunity to learn a trade but analysis of
item 9, reason for termination, shows “absence without auth
ority” as the basis of dismissal. Weak ratings in subjective
traits may assist in indicating lack of an occupational object
ive. Likelwise, the extremely low iTrst quartile ratings for
apprentice school grades and. school attitude gives evidence
that this apprentice had lost Interest in the shipbuilding trades
143
144
J. CASE RECORD OF TERMINATION
FROM
U.S. NAVAL DRY DOCKS
Badge No. 5776
Quartile
1. Quartile Rank in Aptitude Tests..................3 & 4
2. Quartile Rank in Subjective Traits..............2 & 3
3. %-ile Rank at time of entrance..................23
4. Pre-Apprentice Grades
a. College Prep, courses ...................... 3
b. Shop courses.................................3
5. Apprentice Grades
a. Related Training classes....................1
b. Shop courses.................................2
6 . Attitude toward related training based on period
ical deportment ratings from instructors .... 1 (60%)
7. Attitude toward shop training based on period
ical deportment ratings from shop supervisor . . 3
8 . Length of time employed...........................3 mo. 2 days
9. Reason for termination ...........................
“Absent without authority; admitted
using absence to get discharged."
145
Careful analysis of termination case No. 5/76 shows third
quartile, or average, rank in mental ability, mechanical apt
itude and mechanical comprehension, fourth quartile, above
average, rank in dexterity and spatial relations but a low
third quartile in mathematical ability. The weakness in the
personality factor is apparent but third quartile, or average,
ranks in the other subjective traits may compensate for this
impression picked up by the counselor. Third quartile or
average, rank in Pre-Apprentice school grades ana in the app
rentice shop grades indicate average ability and capacity for
trade training but the first quartile, very low or failing
rank for apprentice school grades indicates this person is
not interested in completing school. Third quartile, or below
average, rank in school attitude and first quartile, very low
or failing, for shop attitude.
This case can be classed definitely in the group mentally
amd mechanically capable but an analysis of item 9, reason
for "Germination, show 'absence without authority” as the cause
for dismissal. Apparently a great distaste for school had
arisen upon entrance to the apprentice school that had not been
in evidence in pre-apprentice school and snop work. There are
other evidences indicating the apprentice chose the plan of
making poor grades in the apprentice school to escape his ob
ligation and this attitude seemed to have been reflected in
his shop work too. So many conflicting ratings make it dif
ficult to reach a definite conclusion regardint this apprentice
without the use of other interview material.
146
147
K. CASE RECORD OP TERMINATION
FROM
U.S. NAVAL DRY DOCKS
Badge No. 4051
Quartile
1. Quartile Rank in Aptitude Tests................. 1,2,5 & 4
2. Quartile Rank in Subjective Traits ............. 3
5. %-ile Rank at time of entrance.................15
4. Pre-Apprentice Grades
a. College Prep, courses ...................... 3
b. Shop courses................................3
5. Apprentice Grades
a. Related Training courses...................4
b. Shop courses................................3
6 . Attitude toward related training based on period
ical deportment ratings from instructors .... 1
7. Attitude toward shop training based on period
ical deportment ratings from shop supervisor . . 1
8 . Length of time employed....................1 mo. 13 days
9. Reason for termination ...........................
"Resigned voluntarily. Served less
than 30 days actual attendance."
148
Careful analysis of termination case No, 4031 shov/s third
quartile, or average, rank for mental ability and mechanical
ability, fourth quartile, or above average, in dexterity, lov/
second quartile, or below average, rank in spatial relations
but first quartile, or very low to failing, rank in mechanical
comprehension and third quartile, or average, rank in mathe
matical ability. The subjective traits are third quartile,
or average, rank and pre-apprentice school and shop grades are
third quartile, or average, rank. The apprentice school grade
is in fourth quartile, or above average, rank but shop work
falls to third quartile, or average, rank. ^ School and shop
attitude show first quartile, very low or failing, ranks.
It appears that this person of average or above average
mentally and mechanically, is more interested in completing
school than learning a shop trade. Further consideration of
item 9, reason for termination, shows he resigned voluntarily
indicating an entirely different objective nad been selected.
149
150
L. CASE RECORD Of TERMINATION
FROM
U.S. NAVAL DRY DOCKS
Badge No, 5970
Quartile
1. Quartile Rank in Aptitude Tests................. S & 3
2. Quartile Rank in Subjective Traits.............2 & 3
3. $s-ile Rank at time of entrance................. 5
4. Pre-Apprentice Crades
a. College Prep, courses ...................... 1
b. Shop courses................................ 2
5. Apprentice Grades
a. Related Training courses...................1
b. Shop courses................................ 1
6 . Attitude toward related training based on period
ical deportment ratings from instructors .... 1 (60%)
7. Attitude toward shop training based on period
ical deportment ratings from shop supervisors. . 1
8 . Length of time employed..........................2 mo, 14 days
9. Reason for termination ...........................
(Inattention while in class ; discourtesty;
evasion of work assignments.)
151
Careful analysis of termination case No. 5970 shows
third quartile, or average, rank in each of the aptitude tests
with the exception of a low second quartile, or below average,
rank in mechanical comprehension; low third quartile, or low
average, rank in personality ana second quartile, or below
average, rank in drive with third quartile, or average, rank
in physical fitness indicates a weakness in the subjective
traits that may be responsible for his termination. This
tendency becomes more apparent as we analyze his first and
second quartile, very low or failing and below average re
spectively, ranks in pre-apprentice school and shop grades.
This tendency becomes more pronounced in the low first quartile,
very low or failing rank in apprentice school and shop grades.
First quartile, very low or failing, ranks in school and shop
attitude seem to be consistent with previous items.
Further analysis of item 9, reason for termination shows
’ ’inattention in class”, ' ’discourtesy,” and ’ ’evasion of work
assignments” as the causes for dismissal. There is some ev
idence of interest In shop work during pre-appcrentice school
but this interest disappeared when the apprentice was given
an opportunity to learn the shipbuilding trade. Low school
grades in pre-apprentice classes were followed by low school
grades in apprentice classes so the person must have been
trying to find an escape from school.
162
153
SUm.iÀRY AND CONCLUSIONS
Terminations from the U.S. Naval Dry Docks apprentice
ship program result from a number of causes. It is evident
that counseling procedures did not eliminate all the persons
seeking employment rather than learning a trade. Lack of
interest in apprenticeship training for ship yard trades
developed in nine apprentices within three months. This
respresents twelve and a half per cent of those accepted for
training.
"Absence without authority” was responsible for six of
the dismissals which seems to indicate that the apprentices
recognized this plan as a more effective means of getting
free from the agreement to become an apprentice which they
had signed. Two apprentices were terminated because of in
attention and discourtesy in class, two traits that definitely
point toward the fact that apprenticeship trai ning was no
longer their goals. One apprentice asked to be released from
his agreement so, again, his goal had changed and there was
a definite lack of interest.
Analysis of the case studies reveal that all apprentices
terminated possessed the necessary mental and mechanical
abilities to succeed in apprenticeship training based on
scores of intelligence and aptitude tests and subjective
154
trait ratings but three of the nine terminations showed low
ratings in pre-apprentice school and shop grades and two
others were low enough to indicate some question regarding
a genuine interest in apprenticeship training. Four apprent
ices had high qualifications but seemed to lose interest
very soon after entrance to the program. These cases illust
rate the meaning of craft morale and points out the fact that
craft morale is based on subjective traits inadequately mea
sured by the battery of tests used.
Low scores in the Bennett Test of Mechanical Comprehen
sion exceed those of any other test used, 5 of 9 apprentices,
indicating the probable importance of this test in the battery.
155
CHAPTER VII
SUimARY AND CONCLUSIONS
Summary: The problem of this study was stated as follows:
To discover reliable methods of predicting the future success
of shipyard workers enrolled in an apprenticeship program by
the use of scientific counseling methods, coefficients of
correlation between test scores, instructors' ratings, and
shop supervisors* ratings.
The data of this study consists of the raw scores made
by 1 0 0 boys who took a battery of six aptitude tests, their
previous school grades taken from transcripts, and ratings in
subjective traits.^ Instructors* ratings and shop super
visors* ratings v/ere correlated with each of the aptitude tests
given to determine which tests correlate best with grades in
related training and to determine which tests correlate best
with shop performance. A chapter was devoted to an individ
ual case study of nine boys who were terminated from the
apprenticeship program.
Three fundamental questions that have plagued educators
and personnel men in industry for years prompted this study
and the significance of these questions has increased as the
study progressed. They are :
^ See A p p e n d ix G.
156
1. How to select from among applicants those best
qualified to do a specific Job?
2. Can mechanical aptitudes be measured accurately?
3. Do aptltuae tests assigned to predict, really predict?
In answer to the first question, the aptitude tests at
present in use do not predict accurately anough for use in
individual guidance, except as partial indicators to be judi
ciously viewed as part of the whole matter of a person * s
abilities, interests and personality traits. About all that
the best of them can do is to indicate psysiological lim
itations of such a nature that an individual should not enter
a given field or trade. This is a negative rather than the
positive type of gruidance value ultimately desired in testing
and selective procedures, but even so, is of some value.
While aptitude tests such as constructed for mechanical
aptitude, or motor skill, are not safe predictive devices
for the selection of workers or apprentices, the scholastic
aptitude test and certain kinds of intelligence tests, are
rather good selective devices, certainly better than the former
criteria of subjective personal opinion, or reference, or
transcript of record, or the number of credits in college
preparatory courses unrelated to trades.
In answer to the second question mechanical aptitude and
motor skills tests are found to be inadequate and unreliable.
157
A review of the findings of this study seems to indicate that
we can make distinction as to the relative superiority of an
apprentice in one field of learning, or interest, or achieve
ment as compared with another. The correlations between in
telligence tests and mechanical tests are low but they are
positive.
Angus Macrae has fittingly stated the difficulties of
aptitude testing in the mechanical field in commenting on
the Thorndike study as follows:
If we assume that the mechanical test measures
a single thing, and that each of the numerous mech
anical jobs demand this thing alone; and that the
amounts of this thing demanded by the jobs are ex
actly in proportion to the levels of the jobs; and
that all of the boys have been fortunate enough to
find jobs of exactly the right levels; then indeed
we may expect the correlation of test scores with
job levels to be high^. But such assumptions are
most probably false J ^
The problem of finding a fair basis for rating pupil
efficiency is one that has puzzled educators for many years,
and it is proving no less puzzling to the makers of tests.
It is akin to the problem of how to determine degree of
success in an occupation. Kitson feels very strongly on this
2
Macrae, Angus, "Targets for Critics.” Occupations,
October , 1934, p. 21.
158
matter of an objective criterion and its basic importance
to the whole aptitude test movement, for he says;
The impossibility of obtaining an equitable
basis for establishing degrees of proficiency whould
be enough to cast a doubt on aptitude tests all
apart from other limitations.^
It is evident by a glance at Table KVII that no valid
ity coefficient higher than .50 was obtained in the correla
tions . This should put us on guard as to the extravagant
claims often maae for aptitude tests. Kitson says:
If this (the index or correlations) is .v5 or
above, the test is generally considered to be use-
fulh
By this standard not one of the mechanical aptitude
tests on the market is to be considered useful.
All in all, the work of other investigators with tests
of mechanical aptitude tend to cast doubt upon their re
liability as measuring devices.
In answer to the third question it has been assumed
that the aptitudes required for learning a trade are the
same as those required for ultimate success in that trade.
3
Kitson, Harry D., "Aptitude Testing: Its Con
tribution to Vocational Guidance," Occupations. 12:61, April
1934.
4
Ibid. p. 62.
159
It has been assumed, also, that the factors of complex per
formance can be experimentally isolated, and that such a
sampling will be predictive of the persons* total effect
iveness in practical situations.
The problem here seems to be one of assumptions and of
experimental techniques, of adequate selection of apprentices
and adequate testing devices to isolate successfully the
factors of mental and mechanical aptitudes necessary for
skilled performance in the practical factory situation. All
of this leads one to conclude that even though many of the
factors of complex practical performance can be experiment
ally isolated, so many other factors enter into success in the
practical use of these skills in the trade that experimental
sampling, such as this one group of boys illustrates, could
not become predictive of trade success. Just what these other
factors are, or whether they can be experimentally sampled,
is left to be answered by further research and investigation
of other groups of apprentices being selected.
In Chapter II of this study counseling by a person
thoroughly familiar with the available jobs offered at the
U.S. Naval Dry Docks, and the practical aspects involved
in each, using all available school marks, aptitude tests
scores and study of subjective traits of each applicant
individually, was followed in the selection of the apprentices
160
who would and could profit by the training offered, and
subsequently qualify as skilled workmen intthe shipyards.
Comparison with less selective methods demonstrate
clearly the advantages of this interviewing plan. School
marks give the most accurate estimates of a student's class
standing. Students who make high grades in shop were more in
telligent than those who made low grades. The use of apt
itude tests protects the U.S. Naval Dry Docks from spending
hours of training and money to train apprentices of doubt
ful mechanical ability. Snap judgment methods by the coun
selor admits many unadjusted apprentices to occupational
training. The measurement of subjective traits must be ren
dered as objective as possible to avoid larger percentage
occupational misfits.
In Chapter III coefficients of correlation v/ere determined
for each pair of the tests given to the apprentices. An
attempt was made to use certain aptitude tests in a battery
to see if success in shop work could be predicted from these
test scores. High coefficients of correlation between the
tests used would clearly indicate the desirability of using
those tests for predicting success in the different trades
into which the apprentices would take training.
Coefficients obtained from the battery of tests used
in this selection are not sufficiently high to prove the
161
accuracy of a particular test, hence, the need for further
study of other groups being selected.
In Chapter IV test scores were compared for each ap
prentice v/ith the ratings given by the instructors in re
lated training classes. Figure 10 indicates clearly that shop
supervisors were grading apprentices on the basis of different
factors than those used by related training instructors, and
that a larger percentage of apprentices received an "average"
grade from shop supervisors than from instructors in related
training. Instructors of related training showed greater
tendency to give grades in the higher ratings than did shop
supervisors, but shop supervisors gave a grade barely passing
to apprentices when instructors in related training would fail
students doing correspondignly low grades of work. An ex
planation for this tendency might be a reluctance on the part
of shop supervisors to hurt an apprentices* chances for
continuing in the program. By comparison with a normal curve
of grading it was found instructors in related training were
more consistent than shop supervisors.
In Chapter V a careful analysis of the test scores made
by the apprentices was undertaken to determine to what extent
apprentices who made a higb- I.Q. score could be expected to
make a correspondingly high score in mechanical aptitude and
mechanical comprehension tests or in tests of motor ability.
162
It was found that mechanical aptitude tests do not correlate
high with intelligence tests generally but apprentices who
had high intelligence test scores usually had high mechanical
aptitude test scores. Also, it was found the apprentices with
high I.Q. scores made high scores in the mathematics achieve
ment test. There seemed to be little relation between I.Q.
and motor ability test scores. Scores in the Bennett Test
of Mechanical Comprehension Test v/ere influenced more by
such factors as previous study of physics and chemistry in
high school or actual vocational experience than they were
by I.Q.
Chapter VI showed a study of individual cases who had
been terminated from the apprenticeship program to determine
if such terminations might be attributed to low test scores--
therefore, of doubtful ability, low ratings from related
training"instructors, low ratings from shop supervisors, or
other factors such as craft morale, maladjustment, or a change
in interest that might have developed after the apprentice
had been accepted in the program.
Close observation of these factors indicate clearly that
each apprentices* scores for intelligence and mechanical apt
itude were high enough to give no cause for doubt of his
ability. Most outstanding was the evidence that craft morale
had decreased and that the apprentice had changed his mind
about following the shipbuilding industry soon after entering.
163
This would indicate that some device for determining the
persons stability and temperament may be lacking in the
selective process. Also, that subjective ratings by in
structors and shop supervisors are quite inadequate for mea
suring progress of apprentices engaged in the ship building
industry.
Conclusions : The careful reader will have little dif
ficulty in concluding somewhat as follows:
1. Tests of mechanical aptitude so far devised are
based on unreliable criteria, caused either by too great
subjectivity or by inadequacy.
2. Validity coefficients, are too low to justify the
use of these tests in individual prognosis. The highest
predictive efficiency (lo per cent), though probably an in
accurate figure, is still too low to establish the mechanical
aptitude test as a valid technique in vocational guidance
and selection, except as used judiciously by an adequately
trained person in view of all other data which may be gather
ed about an individual.
3. Intercorrelations between various tests purporting
to measure mechanical aptitude are low and tend further to
discredit the hypothesis of mechanical aptitudes.
4. Other research workers have been unable, in using
the several tests of mechanical aptitude, to verify in most
instances the claims of the testmakers as to reliability.
164
predictive efficiency and value for individual prognosis.
5. As far as research to date goes, in the field of
mechanical ability, the aptitude hypothesis has little value,
and aptitude testing as a technique in vocational guidance
and selection is, at best, of only partial assistance.
This study is a concise presentation of the principles
that may be employed in the design of effective instruments
for the measurement of those abilities which are significant
in industry. It is a guide for practice rather than a well-
rounded exposition of the problems involved. The techniques
described are offered as a new instrument in the further
progress of selection of employees. It would remain, however,
for a future study similar to this one, by comparing the re
sults of such a study with those found here, to determine
whether the criteria used for this selection are the most
effective instruments.
BIBLIOGRAPHY
166
BIBLIOGRAPHY
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A discussion of the use of trade tests in indust
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and lower levels, of the gifted, the normal in a variety
of situations.
168
Wood, B.D., Measurement in Higher Education. New York: The
World Book Company, 1955. 5 5 7 pp.
A study of the Thorndike Examination for predict
ing success and failure, of scholarship grades and
correlations of intelligence scores for classification
purposes and measuring the results of educational
efforts.
169
mOAZI NES
Broad, Marsh Stockwell, ''The Relation of General Intelligence
To Mechanical Ability," Industrial Arts Magazine.
Sept. 1927 Vol. 16 #9.
Ketner, Sarah P., "Grouping for Instruction by Standard Test,"
Journal of Educational Research. Oct. 1920.
Kitson, H.D. "Does General Mechanical Aptitude Exist?" In
dus trial Arts Magazine. June 1950, Vol. 19 #6 .
Kitson, H.D., "Aptitude Testing: Its Contribution to Vocation
al Guidance." Occupations. 12:61 April 1954.
McCrae, Angus, "Targets for Critics." Occupations. Oct. 1954.
Patterson, D.G., and Elliott, R.M. "Psychological Tests of
Mechanical Ability." School and Society. Vol. 32.
#822., 1930.
Sutherland, S.S., Arts Magazine. Iowa State College, Ames,
Iowa, June 1928.
Terman, Lewis M., "The Use of Intelligence Tests in the Grad
ing of School Children." Terman Journal of Educational
Research, January 1920, Houghton Mifflin Co., Boston -
New York.
U.S. GOVERNMENT REPORTS
U.S. Census Reports, 1920, Vol. IV.
U.S. Department of Labor, "Out of Crisis Opportunity."
Apprenticeship in the Longe-Range Defense Program.
Bulletin #4o, 1940.
UNPUBLISHED IMTERIALS
Dickter, R.M., "The Relationship Between Scores on the Schol
astic Aptitude Test and Marks in Mathematics and Science."
Philadephia; University of Pennsylvania, 57 pp.
Haws, Murray Will man, "Apprentice Training on the Santa Pe
Railroad.". Thesis in Education, University of Southern
California, 1928, 97 pp.
Smith, Clement Harding, "Standard Tests in the Special School."
1922. Thesis presented to University of Southern Calif
ornia, Department of Education.
170
EDUCATIONAL BULLETINS
Earle, Frank Maynard, "Tests of Mechanical Ability." Instit
ute of Industrial Psychology. 1929, London: Report #3
42 pp.
Fox, W.S., and Thorndike, E.L. "The Relationship Between the
Different Abilities Involved in the Study of Arith
metic." Columbia Contributions to Philosophy:
Psychology and Education.
Horridge, Frederick W., "Problems of Apprenticeship in the
Six Basic Builaing Trades." Division of Vocational
Education of the University of California ana the
State Board of Education, Sept. 1926, Bulletin 19.
Series #5, Trade ana Industrial.
Kelley, T.L., Educational Guids.nce: An Experimental Study
In the Analysis and Prediction of Ability of High
School Pupils. Teachers College Contributions to
Education., #71, 1914.
MacQuarrie, T.W., "The MacQuarrie Test for Mechanical Ability."
The Journal of Personal Research. Vol. V.
O^dell, C.W., "Educational Measurement in High School." 1930.
Bureau of Educational Research, Bulletin #27. Urbana
University of Illinois.
O'dell, C.Vi/., "Predicting the Scholastic Success of College
Freshmen." Bureau of Educational Research. Bulletin
27, Urbana: University of Illinois, 1927.
Report of the Committee on hhucstion of the Carnegie Institute
of Learning. Vocational Education Bulletin, June 1924.
Segel, David., Differential Preaiction oi' Ability as Re
presented by College Subject Groups. Journal of Ed
ucational Research. Jan. 19o2.
Stenquist, John, "Measurement of Mechanical Ability." Teach-
.ËHË. ColTeP:® Contributions to Education. #150, 1923.
Van Got, B.H., "Apprenticeship Training for Shipyard Trades."
U.S. Federal Board of Vocational Education. Bulletin,
#160, 1952, Trade and Industrial Series #46.
Woody, C., "Measurernenus of some Achievements in Arithmetic."
Teachers College, Columbia University Contribution to
Education. #bO.
APPENDIX
172
APPENDIX A
COOPERATIVE APPRENTICE TRAINING PROGRAM BETWEEN
THE LONG BEACH PUBLIC SCHOOLS AND THE U.S. NAVAL
DRY DOCKS, TERMINAL ISLAND, CALIFORNIA
I. THE PURPOSE
The purpose of the plan is to enable young men to attain journeyman status
in one of the shipyard trades* The Apprenticeship Training Program will give
them the maximum of manipulative skill and a thorough knowledge of technical
and related information concerning their respective trades. It will not only
develop vocational competence of a high order but it will seek to provide a
balanced educational experience including basic citizenship training, the de
velopment of broad social insights and the attainment of the ability to commun
icate thoughts and ideas to others with clarity and precision. Those who are
not high school graduates many, at the completion of their apprenticeship, be
eligible for a diploma of gradueation from the Long Beach Trade Extension
High School*
II. ENTRANCE REQUIREiffiNTS
Candidates for apprenticeship may enter this Cooperative Apprenticeship
Program through the recommendation of the Civil Service Commission and the
Long Beach Public Schools only after they have met the requirements of the
Civil Service and the Public Schools, which are as follows*
a. 16 years of age.
b. 50 semester hours toward High School graduation.
c. Recommendation of High School Principal.
d. Approval of Civil Service Commission.
173
III. THE COOPERATIVE APPRENTICESHIP TP.AINING PROGRAM ORGANIZATION.
A. The Long Beach Public Schools shall furnish the coordinator of
apprentices, instructors, class rooms, shops and instructional
supplies where production of goods is not involved. The Navy Depart
ment shall furnish all supplies where production is involved.
B. The production work experience program may be conducted at either
the Terminal Island U.S. Naval Dry Docks or at the School shops
until such time as the U.S. Naval Dry Docks acquire sufficient
tooling to conveniently handle same.
C. The related and academic subjects, together with the shop experience,
shall be offered as follows* *
♦ See Appendix B
174
D. The requirements, by classes, for apprentices shall be as follows*
4th Class Apprentice Entrance Requirements*
By joint action of School and Labor Boards*
3rd Class Apprentice Entrance Requirements:
Must have completed 1404 Hours of shop and school duties divided
as follows*
Shop Time ................... 1143*5
School Time................................... 260.5
2nd. Class Apprentice Entrance Requirements*
Must have completed 2808 hours of shop and school duties divided
as follows*
Shop Time..................................... 2287
School Time...................................521
1st Class Apprentice Entrance Requirements*
Must have completed 4212 hours of shop and school duties divided
as follows*
Shop Time..................................... 3430.5
School Time......................................781.5
Apprentice Graduation Requirements*
Must have completed 5616 hours of shop and school duties divided
as follows:
Shop Time..................................... 4574
School Time .......... . 1042
E. Promotion from cla-ss to class is to be made by the Naval Training Officer
after he has determined through conferences with the school coordinator
that the apprentice being promoted has satisfactorily completed all
scholastic requirements.
F. A recommendation for the removal of an apprentice from the Apprenticeship
Training Program must be initiated by the U.S. Naval Dry Docks and can
be initiated by the Long Beach Public Schools if it has been determined
that the apprentice is not maintaining a satisfactory work or school program.
IV. The Long Beach Public Schools will collect transcript of credits from Schools
previously attended by each apprentice and when the requirements have been
completed satisfactorily for each terminal step shown under Section II-C, the
175
Long Beach Public Schools will issue the diploma of graduation for same at the
following graduation period*
V. All teachers employed by the Long Beach Public Schools shall possess valid
teaching credentials for the trade in which they are instructing end shall have
served an apprenticeship or its equivalent during their trade experience*
VI. Exceptional problems relating to the administration of the training
program which concerns both parties shall be settled by mutual agreements, of
an equal number od each, chosen from the following lists*
Public School representatives
Superintendent of Schools
Coordinator of Vocational Education
Principal of the Trade Extension Schools
U*S. Naval Dry Docks representatives
Commanding Officer
Personnel Officer
Training Officer
When all are present the Superintendent of Schools shall act as chairman
of the committee,
VII. To qualify for a high school diploma, an apprentice must have completed
200 semester hours periods of credit in an approved public school or equivalent
with not less than 27 months of training in the U.S. Naval Dry Docks Apprentice
Training Program.
Creditis from other public schools will be accepted up to 50 semester
hour periods with a minimum of 20 semester hours periods in English and 30
semester periods in other subjects*
The method of evaluabing transfer credits from another institution shall
be the generally accepted methods as practiced by the Long Beach Trade Extension
High School.
The school Coordinator of apprentices will be responsible to the principal
of the Long Beach Trade Extension Program for the successful operation of the
176
Program and shall be responsible for seeing that all essential records are kept and
reports made to both the Long Beach Trade Extension School and the U.S. Naval Dry
Docks on the scholastic attainment of all apprentices*
The school coordinator shall also function cooperatively with the U.S.
Naval Dry Docks Training Officer and conduct his contact work with the Long
Beach Trade Extension School instructors working aboard the U.S. Naval Dry Docks
in accordance with the policies of the U.S. Naval Dry Docks as expressed by the
Training Officer of the U.S. Naval Dry Docks.
The U.S. Naval Dry Docks Training Officer shall be responsible for the
work assigned the Apprentices in the Yard and take up with the shop masters
any questions pertaining thereto.
Questions of policy not covered by this agreement shall be referred by
the Principal or the Training Officer to the Superintendent of Schools and the
Conmanding Officer.
The apprentice school curriculum shall be designed by joint action of the
school and the U.S. Naval Dry Docks in order that the end result will provide the
youth with a broad educational background which would permit him to easily ad
just to the life of the community, state and nation; provided the U.S. Naval
Dry Docks with potential supervisors.
The apprentice coordinator shall see that the work experience is maintained
on a high educational plane; and that the school’s educational offerings (with
special emphasis on the Trade Related Technology) contribute to à maximum degree
to the apprentice’s efficiency on the job and the employer’s long term objective.
The certifying of apprentices’ time shall be by use of the U.S. Naval Dry
Docks’ muster sheets under procedures established by the Training Officer.
II. GRADUATION REQUIREMENTS
High School Graduation Requirements as specified in II-C.
The foregoing terms are subject to such modifications as may be required
177
by future orders isaura by the Navy Department, or by the Board of Education
because of termination or changes in the War Production Training Program, or
when a modification is agreed to be in the best interests of the students
enrolled in the program.
Approved by The Commanding Officer
9 September , 1943 F.M. Earle
Signed
Approved for the Board of Education
Long Beach Public Schools
9 September , 1943 Will French
Signed Deputy Superintendent
178
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181
APPENDIX B
U. S. NAVAL DRY DOCKS
TERMINAL ISI.AND (SAN PEDRO), CALIF,
APPRENTICE PROGRAM
SHOP
GROUPS III EMPLOYEES
AS OF 9/8/43 20^
NUMBER
REQUESTED
4th CLASS
QUOTA ASSIGNED
XII 278 55 22 16
X17 67 13 20 12
X31 234 46 95 24
X41 46 9 10 4
X51 237 47 20 20
X56 216 43 50 20
X61 157 31 11 14
X71 96 19 2 4
X72 208 41 20 6
TOTALS 1539 304 250 120
182
APPENDIX C
TRAINED COUNSELORS AVAILABLE FOR
WAR PRODUCTION
’ ’••••••A staff of trained counselors are available to private corporations
in individual citizens at the registration and counseling office of
the Long Beach Trade Extension School, 729 E. Third Street, to assist
in guidance, occupational information, evaluation of individual
capacities and past experience of persons interested in trade or
vocational training for war production, J.E. Hollingsworth, Principal
stated....
The above announcement taken from the Long Beach Press Telegram
under date of December 10, 1940*
APPENDIX D 183
Date Otis
M.A.
Social Security
F.D.
LONG BEACH ADULT EDUCATION DEPARTMENT
Minn.
OCCUPATIONAL INFORMATION SERVICE
Benn.
EDUCATIONAL RECORD
Miss Perdue
Mr s .
Mr.______________________________________________________ AGE ________________
( Yr s . ) ( MonthsT"
ADDRESS__________________________________ _______________________________________________
[UtreeTJ ( City) ^
CIRCLE HIGHEST GRADE COî^IPLETED
Grade School 12 3 4 5 6 7 8, Hi. School 1234, Trade School College 1234
( Mo s )
Name and address of last school attended
Year you left school
Name end address of trade school attended, if any
Trade or Vocation for which trained
Ylhat study or studies did you like best in school?
Yvhat study or studies did you like least in school?
'.That study have you found easiest?
Name study or studies in which you had low marks
Name study or studies in which you failed
Lhet athletics did you take part in?
AJhat leisure time activities do you like?
How did you (Very much Favorite type of book________________ ___________
like school? (Like it usually
( Indifferent Favorite magazines ______________
(Dislike it
Vvhat are your hobbies ? ______________________________________________________ _
Lhat artistic activities do you like? __
APPENDIX D 184
LONG ESACH ADULT EDUCATION DEPARTMENT
OCCUPATIONAL INPOREATION SERVICE
OCCUPATIONAL INTERESTS
NAME
It is possible to make a rough classification of occupabions in term? of
general interests or abilities. Choose three groups below: indicate the type that
is your first choice by 1; the type that is your second choice by 2; and the type
that is your third choice by 3.
Occupations involving BUSINESS CONTACTS UITH PEOPLE, such as selling,
promotional work, politics, realtor, life insurance agent.
Occupations involving BUSINESS DET/'IL PORK, sucdi as accounting, business
statistics, cashier, banker, stenographer, office cierk.
Occupations involving SOCI-L SERVICE ' ' CTIVITIES, such as Y.vhC.A. work.
Girl Scout executive, personnel worker, social worker, teacher, welfare
worker.
Occupations involving TE C HP IC."I, OR SCIENTIFIC 'YORK, such as newspaper
reporter, author, advertising solicitor, professor, librarian, technician,
laboratory assistant.
Occupations involving ÎE5K HA NICL SKILL, such as skilled factory worker,
telephone operator, cabinet maker, radio operator, electrical assembly,
sheet metal work, drill press work.
Occupations involving HOUSEHOLD RESPONSIBILITY, such as house work,
apartment management, fountain service, cafe work, cateress, seamstress.
_Occupations involving PROFESSION/L PREPAR/TION, such as dentist,
physician, surgeon, engineer, lawyer, minister, chemist, j owe1er, nurses
training.
_Occupations involving MUSCULAR STRENGTH AND PHYSICAL STALINA, such as
industrial or agricultural worker, oil industry worker, miner, truck
di'iver, fisherman, construction worker.
Occupations involving ARTISTIC ABILITY, such as portrait artist, sculpter,
music, photo retouching, costume designing, interior decorator, woodcraft,
window decorator, landscaping, stylist, showcard writing.
185
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APPENDIX E
LONG BE/CH, CALIFORNIA
TRADE EXTENSION SCHOOL
EVALUATION SHEET
186
NALE DAT;
TEST ANALYSIS
TEST
SCORE
Quartile Rating
First Second Third Fourth
OTIS
NECKANICAL APTITUDE |
------------
FINGER DEXTERITY
MINNESOTA
BENNETT
PURDUE
INTERVIE7ŒR ' S AN ALY SIS
Grade Completed
Occupational Experience
Personality
Physical Fitness
Recommendations :
Interviewer
PROGRESS A.NALYSIS
SHOP PRACTICE TRADE THEORY
Shop Master’s Rating Instructor’s Rating
First Month First Month
Second Month
%
Second Month
Third Month
%
Third Month
%
Fourth Month
%
Fourth Month
_ _
Fifth Month Fifth Month f.
Sixth Month Sixth Month _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
standard Form No. €la
Approved January 28, 1943
. S. Civil Service Commission
C. S. C. Dept Cir. No. 409
APPENDIX F
O A T H O F OFFICE, AFFIDAVIT,
AND
D E C L A R A T I O N OF A P P O I N T E E
187
(Department or Establishment) (Bureau or Division) (Place of Employment)
ATH OF
FFICE
FFIDAVIT
ECLARATION
F APPOINTEE
I,____________________________________________ ___ ______________
Do solemnly swear (or affirm) that I will support and defend the constitution of the United
States against all enemies, foreign and domestic; that I will bear true faith and allegiance
to the same; that I take this obligation freely, without any mental reservation or purpose of
evasion; and that I will well and faithfully discharge the duties of the office on which I a m
about to enter. S O HELP M E G O D .
Do further swear (or affirm) that I do not advocate, nor a m I a member of any political party
or organization that advocates the overthrow of the Government of the United States by force
or violence; and that during such time as I a m an employee of the Federal Government, I will
not advocate nor become a member of any political party or organization that advocates the
overthrow of the Government of the United States by force or violence.
Do further certify that (1) I have not paid or offered or promised to pay any money or other
thing of value to any person, firm, or corporation for the use of influence to procure m y appoint
ment; (2) I will inform myself of and observe the provisions of the Civil Service law and rules
and Executive orders concerning political activity, political assessments, etc., as quoted on
the attached Information for Appointee, and [strike out either (3) or (4)]
(3) the answers given by m e in the Declaration of Appointee on the reverse of this sheet
are true and correct;
(4) the answers contained in m y Application for Federal Employment, Form N o ._______,
dated__________________ , 19_, filed with the above-named department
or establishment, which I have reviewed, are true and correct as of this date, ex
cept for the following (if necessary, use additional sheet; if no exceptions write
"none”; if (4) is executed, the reverse of this sheet need not be used);
Libscribed and sworn before m e this
(Signature of Appointee)
day of____________________________________________A. D., 19
(City) (State)
[SEAL]
(Signature of Officer)
(Title)
NOTE.—I f the oath i s taken before a Notary Public the data of expiration of his commission should be shown
16—328G4-2
(Date of Entrance on Duty) (Position to which appointed) (Date of Birth)
DECLARATION OF APPOINTEE
Tnùs form, if required, la t© be completed before entrance on duty. Every question must be answered. Any false statement in this declaration will be grounda
IT cancelation of application or dismissal after appointment. False personation is a criminal offense and will be prosecuted accordingly.
Ï. Present Address
(Street and Number) {City and State)
L .Wbo should be notified in case of emergency?
(Name) (Relationship)
(Street and Number) (City and State)
3. Does the U. S. Government employ in a civilian capacity any relative of yours (either by blood or marriage) with whom you live or have lived within the past 0
months? Yes or No?_______ If so, for each such relative f i l l in the blanks below. If additional space is necessary, complete under Item 12.
Post-office address
(Give street number, i f any)
(1) Position and (2) Temporary or not,
and (3) Department or office in which
employed
Relation
ship
Married or
single
Age
1 . _________________________________
2._______ _ ___________________
3. __ _
1. ____ _ _ - _ __ ______
2. __________ ___ ___ _ _
3.
1. ___ ______
2. _ ___ _ _ ___ ____
3.
. Place of birth
(Town) (State or Country)
Indicate "Yes" or “No” answer by placing X in proper column
Yes No
12. Space for detailed answers to other questions.
5. Are you a citizen of the United States?____ _____ __
ITEM
NO.
Write in left column numbers of items to which detailed answers apply
3. If foreign bom, have you furnished proof of naturalization or
?. Since you filed application resulting in this appointment, has
there been any change in the status of your citizenship, or of
le persons through whom you gained your citizenship?___ __
3. (a) Do you hold any position or office under the United States
: so, state the place, posihon, and salary under Item 12.
(b) Are you willing to resign such position or office if it becomes
). Do you receive any pension or other benefit for military or
naval service or an annuity from the U. S. or D. C. Government
so, give details under Item 12, stating whether you were retired
> r age, length of service, or disability; amount of retirement pay
nd under what retirement act; and rank, if retired from military
r naval service.
[ ) . Since you filed application resulting in this appointment,
have you been discharged for misconduct or unsatisfactory
so, give under Item 12 where employed, name and address of
mployer and the reason for discharge in each case.
1. Since you filed application resulting in this appointment,
have you been arrested, or summoned into any civil or military
Durt as a defendant, or indicted for or convicted of any offense
so, for each cose give under Item 12 (1) the date, (2) the name
nd location of the court, (3) the nature of the offense or violation,
nd (4) the penalty, if any, imposed, or other disposition.
INSTRUCTIONS TO APPOINTING OFFICER
The appointing officer before whom the foregoing certificate is made shall
stermine to his own satisfaction that this appointment would be in conformance
ith the Civil Service Act, applicable civil-service rules, tire War Service Regu-
iticns, and acts of Congress pertaining to appointment.
This form should be checked for holding of office, pension, purchase of office,
stability in connection with any record of recent discharge or arrest, promise to
jserve provisions regarding political activity, and particularly for the following:
( 1) Identity of appointee with the applicant v/hose appointment was author
ed. The appointee's signature and handwriting are to be compared with the
pplication and/or other pertinent papers. The physical appearance may be
necked against the medical certificate. The oppointee may also be questioned
a his personal history for agreement vrith Iris previous statements.
(2) Age.— If discrepancy exists behveen the date of birth and that on applica-
on, and i f definite age limits have been established for the position, i t should be
etermined that applicant is not outside the age range for appointment.
(3) Citizenship.— The responsibility for observing provisions of appropriation,
cts prohibiting or resirioang the employment of noncitizens lies witli the appointing
officer. The Civil Service Commission indicates on applications showing foroi^
birth that citizenship has been verified. The appointing officer should verify
citizenship if the list of eligibles or the letter of author!^ from the Commission
makes the appointment subject to proof of citizenship, or if the application shows
foreign birth but does not indicate on its face tfiat citizenship has been proved.
If the answer to guestion 4 of this form shews foreign birth and the application
shows birth in the United States, the case should be referred to the Civil Service
Commission.
(4) Members of Family.— Section 9 of the Civil Service Act provides that when
ever there are already two or more members ot the family in the classified service,
no other member oi such family is eligible for appointment in that service. Minors
do not establish a different family merely by hving at an address different from
that of the parents. Doubtful cases involving more than two members of family,
including all pertinent evidence, should be referred to the Civil Service Com
mission or its duly authorized representatives for decision. Under War Service
Regulations, the members of family provision docs not apply to temporary appoint-
nisnts for one year or less.
u. s, covrnriMENT printing office 16—33SC4-1
188
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University of Southern California Dissertations and Theses
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Asset Metadata
Creator
Thomas, Loyal P.
(author)
Core Title
Comparative selective devices for shipyard apprentices
School
School of Education
Degree
Master of Science
Degree Program
Education
Degree Conferral Date
1944-06
Publisher
University of Southern California
(original),
University of Southern California. Libraries
(digital)
Tag
education,OAI-PMH Harvest
Format
application/pdf
(imt)
Language
English
Contributor
Digitized by ProQuest
(provenance)
Advisor
Weersing, F.J. (
committee chair
), Hull, O.F. (
committee member
), Lefever, D. Welty (
committee member
)
Permanent Link (DOI)
https://doi.org/10.25549/usctheses-c37-211131
Unique identifier
UC11648590
Identifier
EP55241.pdf (filename),usctheses-c37-211131 (legacy record id)
Legacy Identifier
EP55241.pdf
Dmrecord
211131
Document Type
Thesis
Format
application/pdf (imt)
Rights
Thomas, Loyal P.
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
Tags
education