ED 012 2c9 · WAS CONCLUDED THAT THIS APPROACH OF ANALYZING A TOTAL INDUSTRY WAS A PRODUCTIVE ONE,...

ED 012 2c9 VT 000 037VOCATIONAL COMPETENCIES NEEDED FOR EMPLOYMENT IN THE FEEDINDUSTRY, A REPORT OF RESEARCH SUPPORTED BY THE MICHIGANSTATE ALL- UNIVERSITY RESEARCH FUND, 1963-64.SY-. CLARK, RAYMOND M.

MICHIGAN ST. UNIV., EAST LANSINGIBUR.OF EDUC. RES.REPORT NUMBER ER -22 PUB DATE JAN 65EDRS PRICE MF-$0.21 HC-$5.88 147P.

DESCRIPTORS- *AGRICULTURAL SKILLS, AGRICULTURAL EDUCATION,*OFF FARM AGRICULTURAL CY'CUPATIONS, *EMPLOYMENTQUALIFICATIONS, *FEED INDUSTRY; *INSTRUCTIONAL PROGRAMS, EASTLANSING

A PILOT PROGRAM CONDUCTED AT PIGEON, MICHIGAN, IN1962-64 INDICATED A SERIOUS LACK OF MATERIALS FOR PROVIDINGAN, INTEGRATED INSTRUCTIONAL PROGRAM FOR TRAINING PROSPECTIVEWORKERS FOR NONFARM INDUSTRIES AND BUSINESSES. THE FEEDINDUSTRY WAS CHOSEN FOR A PROJECT WHICH WOULD--(1) ANALYZETHE FUNCTIONS PERFORMED IN THE INDUSTRY, (2) DETERMINE THECOMPETENCIES NEEDED BY WORKERS AT SOME LEVEL, (3) BREAK THESEDOWN INTO UNDERSTANDINGS, SKILLS, AND ABILITIES WHICH COULDBE USED BY EDUCATORS IN DEVELOPING TRAINING PROGRAMS, AND (4)GROUP THESE INTO INSTRUCTIONAL UNITS. EDUCATORS ISOLATEDFUNCTIONS AND COMPETENCIES, AND REPRESENTATIVES OF MORE THAN75 PERCENT OF THE LIVESTOCK FEED INDUSTRY IN MICHIGANVALIDATED AND RATED THE IMPORTANCE OF THE COMPETENCIES. ITWAS CONCLUDED THAT THIS APPROACH OF ANALYZING A TOTALINDUSTRY WAS A PRODUCTIVE ONE, AND THE DATA COULD PROVIDE THEBASIS FOR TRAINING PROGRAMS FOR STUDENTS OF DIFFERENT LEVELS.TABLES SHOW (1) RATINGS OF COMPETENCIES UNDER EACH FUNCTIONBY REPRESENTATIVES OF THE FEED INDUSTRY, (2) TEACHER RESPONSETO ADEQUACY OF SUGGESTED UNDERSTANDINGS, SKILLS, ANDABILITIES FOR DEVELOPMENT OF THE COMPETENCIES, (3)

COMPETENCIES IDENTIFIED AS IMPORTANT FOR EFFECTIVE JOEPERFORMANCE BY WORKERS IN THE FEED INDUSTRY, AND (4) OUTLINESOF INSTRUCTIONAL UNITS WHICH MAY SE USED TO DEVELOP THECOMPETENCIES. (EM)

Educational Research Series, Number 22(Ni January 19651-4cD

Nc*'D

CDCG

Vocational CompetenciesNeeded for EmploymentIn the Feed Industry

Bureau of Educational Research ServicesCollege of EducationMichigan State UniversityEast Lansing, Michigan

Educational Research SeriesNumber 22

U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE

OFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE

PERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONS

STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION

POSITION OR POLICY.

VOCATIONAL COMPETENCIES NEEDED

FOR EMPLOYMENT IN THE FEED INDUSTRY

A Report of Research Supported by the Michigan StateAll-University Research Fund, 1963-64

Raymond M. ClarkProfessor of Education

Bureau of Educational Research ServicesCollege of EducationMichigan State UniversityEast Lansing, Michigan January 1965

CONTENTS

Page

Problem 1

Literature 2

Design

Procedure 5

Summary12

Conclusions13

Appendixes

A. Functions, Competencies, and the

Understandings, Skills, and Abilities

Associated with the Feed Industry. . . 15

B. Instructional Programs to DevelopCompetencies Needed by Workers in

the Feed Industry 91

VOCATIONAL COMPETENCIES NEEDED

FOR EMPLOYMENT IN THE FEED INDUSTRY*

Problem

Adequate vocational training for non-farm agricultural occupations is

not now being provided in Michigan. Very few of the schools in small

cities and rural areas offer vocational programs other than agriculture

and homemaking. The agricultural programs which are offered are geared

primarily to training for farming.

Our experience with a pilot program conducted at Pigeon, Michigan,

in 1962-64, indicated a serious lack of materials for providing an

integrated instructional program specifically for training prospective

workers for non-farm industries and businesses. There are materials

available for teaching in areas such as insurance, trade, and office

practice. There are other materials related to instruction for

farming. But we have found none that are organized to provide students

with materials specifically related to non-farm agricultural occupations.

In addition, studies have indicated that the job classifications

and duties of employees in similar businesses vary considerably. In

one establishment, a "parts man" is called upon to do repair work on

*Doctoral candidates in vocational education assisted with manyaspects of this study. Mr. Harlan Hegler did nuch of the preliminarywork of analyzing the industry and identifying its functions and relatedcompetencies. Mr. William Householder coordinated and prepared materialsfor the interviews, and completed part of the tabulations. Mr. JamesAlbracht did some of the interviews. Mr. John Thompson helped to com-plete the tabulations. Mr. Allen Baron checked the office and distri-butive competencies.

2

farm machinery. In other situations, he is asked to sell items to

farmers or to demonstrate machinery on farms. The experiences with

the pilot project--and others--indicate that we need to study many

of the non-farm agricultural businesses and industries to determine

the functions to be performed, and the knowledge, understanding:,

skills, and abilities needed by workers to perform these functions.

This material could then be used to help teachers and school admin-

istrators develop instructional materials for the training programs

they would organize.

Specific objectives of such training programs would include

the following:

1. To determine the functions of workers at differentlevels in non-farm agricultural businesses andindustries;

2. To identify the functions that require knowledge,understandings, or abilities in agriculture forsatisfactory performance; and

3. To develop instructional materials for trainingprograms designed to train for these occupations.

The foregoing statement of purpose is essentially the same as that of

the application for an All-University research grant for the year

1963 -61t. This grant was to help finance a pilot program which would

establish a pattern for research to help achieve the objectives stated

above. This document is a report on that project. It will (1) review

the accomplishments to date, (2) report the findings, and (3) suggest

some next steps which might be taken.

Literature

Earlier reports dealing with training for non-farm agricultural occupa-

tions have been reviewed in the literature in some detail.* These re-

*See: Raymond M. Clark, "The Need for Training for Non-FarmAgricultural Occupations." East Lansing, Michigan: College of Edu-cation, Michigan State University, 1959, mimeographed. This contentalso appears in a seminar report: New Dimensions in AgriculturalEducation. Urbana, Illinois: College of Education, University ofIllinois, 1960.

3

views will not be repeated here. Currently, however, a number of re-

lated studies are under way. They have not been reviewed in the liter-

ature, but verbal reports were presented at a recent Conference on

Agricultural Occupations held at the National Center for Research in

Agricultural Education, the Ohio State University, January 196)4. At

present, these reports are being summarized at the National Center

fcir the next issue of Research in Agricultural Education.

According to the Conference reports, the information being col-

lected will not identify the content needed to prepare workers for

satisfactory on-the-job performance in these enterprises. At the

same time, studies by Sutherland and Thompson in California, by

Tom in New York, and by Clark in Michigan, indicate that the tasks

performed by workers :;n similar enterprises vary considerably.

Further, our earlier studies indicate that many workers in non-farm

agricultural occupations need competencies which cut across traditional

vocational services. That is, they need in their training programs

elements concerned with distributive occupations, office practice,

trade, and agriculture.

With these facts in mind, the project to be discussed herein

was designed to identify such occupational competencies by:

(1) analyzing the functions performed in the industry; (2) deter-

mining the competencies which are needed by workers at some level

of the industry, and which contribute to effective performance of

the functions in question; (3) breaking down these competencies into

understandings, abilities, and skills which can be used by educators

in developing appropriate training program; and, for such purposes,

R) grouping the understandings, abilities, and skills under suit-

able instructional units. These procedures are described in the

sections which fellow.

4

Ilesjaa

First, a number of the most common and most important non-farm agri-

cultural businesses and industries were listed. Among these were the

ones listed below:

Feed industry

Farm machinery industry

Farm equipment industry

Nursery industry

Greenhouse industry

Farm credit business

Farm chemical industry, subdivided as follows:

Pesticides

Herbicides

Insecticides

Fungicides

Antibiotics

From this list we chose the feed industry for our pilot study. We

then planned the following steps:

1. Identify the functions performed in the entire industry.

2. Validate the functions by means of a jury of individualswho are well acquainted with the feed industry.

3. List the competencies required for performance of thefunctions.

I. Secure validation of these competencies by personalinterviews with a jury of men who are engaged in thefeed industry, and who are recognized as leaders ofthe industry within the State.

5. After validation of these competencies, make a detailedanalysis of each competency item which was rated as

important or essential by the jury of industry people.The detailed analysis is to be made in terms of under-standings, skills, and abilities required for satisfactoryperformance in the industry.

6. Submit this analysis to a group of educators for vali-dation.

7. Group the understandings, skills, and abilities intosuitable instructional units.

5

8. Report the findings to persons engaged in educationalactivities for use in organizing training programs tomeet the needs of workers in the feed industry.

9. An additional step may be taken when the analysis ofadditional industries has been completed, namely,the clustering of items applicable to more than oneindustry or to more than one function.

At present, the latter step is not possible since the pilot project

did not involve a wide enough range of industries.

Procedure

Determining the Functions

The first step in determining the competencies needed for employment

in the feed industry consisted of preparing a list of the functions

which are performed somewhere in the total industry. The following

nine functions were identified:

1. Processing

2. Sales

3. Service

4. Office practices

5. Public relations

6. Purchasing

7. Transportation

8. Research

9. Maintenance

For the most part, the concept "function" was fairly easy to

apply. However, as we interviewed some individuals, we found it

necessary to remind them not to think of their own specific jobs

nor of their own particular businesses, but rather to think of the

industry as a whole.

After the list of functions was completed, it was checked with

staff members from Cooperative Extension and from Short Courses

at Michigan State University. These people are closely associated

with representatives of the feed industry, and are perhaps better

able to identify the functions which are performed than are individ-

uals employed in a single segment of the industry.

6

Determining the Competencies

For each function identified, the competencies which were believed to

be necessary for its performance were listed. Thus, for each function,

we asked ourselves, "What competencies are necessary for the performaace

of this particular function somewhere in the total industry?" When the

list of competencies was completed to our satisfaction, we submit-

ted it to individuals in the following positions:

1. Extension Specialist, Animal Husbandry, MichiganState University;

2. Extension Specialist, Poultry Husbandry, MichiganState University;

3. Extension Specialist, Dairy Husbandry, MichiganState University

4. Professor, Farm Elevator, Manager Training Program,Michigan State University; and

5. Two representatives of the feed industry at theState level in Michigan.

These individuals were asked to modify and to add to, or to subtract

from, our list of competencies. On the basis of their recommenda-

tions, the original list of competencies was revised and duplicated.

The next step was to select representatives of the feed industry

to serve as a jury: to validate our list of competencies, and to

rate their importance to the total industry. Again we called on

the individuals listed above, and asked them to help identify people

in the feed industry to be interviewed.

Contacts with the industry representatives and arrangements

for the interviews were made by telephone. Mr. William Ho' ;seholder

and the author did the interviewing. In preparation, each of us

practised on a number of individuals--including teachers of agri-

culture, and faculty members of the College of Agriculture and of

Agricultural Education in the College of Education. Our particular

objective was to develop uniform procedures in interviewing, and

thus to reduce the variations and biases which stem from this

source.

In every interview situation, we were welcomed enthusias-

tically. It is evident that the feed industry people are anxious

seaw

for help in training workers for their industry. We conducted a total

of fifteen interviews. Included in this number were individuals who

represented, at the State level, more than 75 per cent of the total

livestock feed industry in Michigan.

One unique aspect of our interviews was that we placed each

competency item on a small card. These cards w_re color coded

according to the function they represented. When we asked the

interviewees to rate the competencies on a four-point scale, they

placed the cards in appropriate sections of a partitioned box.

Following the interview, the interviewers could record the responses

to each item in a very short time. We found. that, for each inter-

view, it took approximately 35 minutes to rank the 189 items. This

is much less time than would be required if the items had been in

the form of a check list on large sheets of paper.

The competency items which were rated 3 or 4 on a four-

point scale are listed in Tables 1-9 of Appendix A. Items rated

1 or 2 are not considered in these tables--nor elsewhere in this

report. In general, Tables 1-9 summarize teacher's responses

regarding the adequacy of the listed understandings, skills, and

abilities to develop the competencies indicated.

Identifying the Instructional Content

Following the validation of the functions and of the competencies

required for their performance, the skills, understandings, and

abilities needed to develop each of the competencies were identi-

fied. Since the representatives of the feed industry had rated

the competencies on a four-point scale-4 being the highest rating,

and 1 the lowest rating--we arbitrarily confined the development

of understandings, abilities, and skills to the competencies rating

3 or 4.

The lists of understandings, skills, and abilities were

developed by the author and a group of graduate students in Agri-

cultural Education. These lists were then checked by teachers of

Vocational Agriculture in Michigan. The teachers were asked,

8

"When the items listed under the competency are taught, will the

students be able to perform in the industry at some level in terms

of the competency?" Tables 1-9 of Appendix A indicate the number

of teachers who were asked to respond, and the total numbers of

positive and of negative responses for each section of the lists

of understandings, skills, and abilities.

In each case, the teacher was contacted personally - -by the

author, or by one of the graduate students working on the project.

The lists of understandings, skills, and abilities were first

reviewed with the teacher. Then the teacher was asked to check

the lists and to return them to us. One hundred per cent of the

lists were returned.

In listing the understandings, skills, and abilities, an

attempt was made to include all aspects of vocational and general

education specifically needed to develop the competencies in question.

For example, the understandings, skills, and abilities which are

listed will generally require a sound base in communication and in

the sciences--as well as training in the maintenance of farm

machinery, an understanding of principles of nutrition, and some

mastery of many other related fields. It is evident that the

training of competent workers for the non-farm agricultural occu-

pations cannot be confined to any one of the traditional areas of

vocational eeucation. It is also evident that a well-rounded

training program must make available instructional facilities

from all of the traditional areas of vocational education as well

as from the areas of general education.

Development of Training Programs

The understandings, skills, and abilities which were submitted to

the vocational agriculture teachers were re-grouped into a number

of instructional experiences and activities. In appropriate work-

experience situations, these experiences and activities may be

designed for either the high school or the post-high school levels.

The reader will recognize that the subject matter to be developed

O

9

under the various unit titles is to be adjusted to the levels of the

students. In some cases, the content will also be related to the

area of the country in which the program is operated.

The choice of unit titles for the experiences and activities

is largely an arbitrary one. It may vary among teachers, and among

school systems. In some cases, our unit titles incorporate areas

of subject matter which are quite broad. In other cases, the unit

titles may imply a type of school organization which is not practical

for any given situation. Whatever the conditions, the choice of

alternative titles and/or subject matter should prove to be equally

satisfactory for developing training programs in some areas.

Moreover, it is expected that teachers and curriculum specialists

will make necessary modifications. At the same time, it is hoped

that they will retain the essentials of the content outlined in

this report.

The suggested units, together with the lists of understand-

ings, skills, and abilities falling under them, may be used for

developing courses of study for present or prospective workers

in the feed industry. For example, a teacher of agriculture

might teach a unit (or a course) on livestock nutrition to a

class of high school seniors. If the students have had no pre-

vious work in nutrition, the teacher will need to start with the

most elementary aspects of this subject. This introductory work

will probably include the role of proteins, carbohydrates, fats,

and minerals in the nutrition of livestock; the characteristics

of common grains and forages in terms of their nutritional contri-

butions to animals; and the importance of adequate nutrition for

economical livestock production.

On the other hand, a teacher of a thirteenth or fourteenth

grade in an area vocational school would likely gear his instruction

to a higher level. Usually, his students will have had some elemen-

tary instruction in nutrition, along with the necessary chemistry

and bacteriology to support more advanced work.

,s;

10

In the same way, students in a high school might be given some

basic instruction in office practices, salesmanship, and communica-

tion--all of which enable them to contribute to the performance of

related functions in industry. Similarly, post-high school students

might be trained to contribute to the performance of the function

or functions in question through more advanced courses in appropriate

subject matter areas.

It is obvious that well-trained personnel, working at any level,

will contribute to the performance of the functions of the industry.

As suggested and illustrated above, teachers will need to consider

the background and the previous training of their students. For

this reason, no attempt has been made to indicate what materials

should be taught at either the high school or the post-high school

levels. Thus, a class of post-high school students with no back-

ground of vocational education in high school, might be given

training normally provided in the high school. On the other hand,

baccalaureate courses in any of the fields listed may be obtained

at some colleges or universities. The general indication is that

the teacher will be able to prepare students to perform a share of

the functions of the industry at the level for which they can qualify

themselves.

Further examination of the lists of understandings, abilities,

and skills required in the feed industry indicates that, in many

cases, similar subject matter is required for the performance of

a number of different functions. No doubt, similar analyses of

other non-agricultural industries will indicate that, in many

instances, the same subject matter will be required for the per-

formance of functions in several non-farm agricultural businesses.

This suggests that, in general and as noted above, classes might

be organized which will help to prepare workers for jobs at several

different points of the business or industry in question. For

example, the feed salesman, the feed serviceman, and the trucker

who delivers feed to farms, all need to understand and be able to

apply some of the principles of livestock sanitation as they perform

11

their respective tasks. In general, such clustering of subject

matter will help teachers to develop training programs to meet the

great variety of needs which are identified in studies such as this

one.

An examination of the related experiences and activities sum-

marized in Tables 10-18 of Appendix B, also reveals that prospective

workers need training in the installation, maintenance, and opera-

tion of equipment. It is fairly certain that these people would

not need training in agriculture. However, they would need consider-

able training in one or more aspects of work related to the machinery

and equipment phases of the business or industry.

We have had described to us electronically-controlled machine

capable of mixing feed according to certain specifications, but

with the ingredients adjusted to daily price influctuations. To

operate sucn a machine requires technicians able to wire it according

to the variables involved, to run it, to make adjustments and, per-

haps, to repair it.

Work Experience: A Part of Training

An essential part of any vocational training program is some kind

of related work experience. In the past, work experience programs

have taken several forms--including supervised farming programs on

students' home farms, cooperative work experience in business or

industry under which students work for a specified number of hours

per week and, in areas such as machine shop or auto mechanics,

the school work shop. No doubt, training for non-farm agricultural

business or industry will follow one or more of the traditional

patterns--with, perhaps, some modification as to details of organi-

zation and operation.

It seems likely that greater use will be made of land labora-

tories to provide work experience for non-farm students, Green-

houses will be used to provide appropriate experiences for some

students. Greater use will be made of school shops and laboratories

to provide needed experiences in shop and office practice. In

12

addition, a wide variety of plans for providing cooperative work-

experience activities will be developed. These will take into

consideration the seasonal nature of some kinds of experiences,

the varieties of training needed for some programs--and the con-

sequent need for varieties of work experiences--and the variations

in hours of work to be required per day or per month. In all

cases, adequate supervision and coordination of this part of the

training program will be required.

As teachers and administrators use material in this repprt

to develop their courses and programs, we shall be interested

in their experiences, reactions, and appraisals. In the rapidly

changing era in which we are living, the need for training makes

it imperative that we develop, as rapidly as possible, adequate

training programs, effectively administered, and based on sound

educational philosophy.

Summary

There is no question as to the need for training present and pros-

pective workers for non-farm agricultural business and industry.

The need has been amply demonstrated by many studies conducted

throughout the United States. There is also sufficient evidence

of a need for trained workers for non-agricultural business and

industry to justify appropriate training for these occupations.

The approach used in this study to determine "what to teach" is:

(1) to determine what functions are performed by the industry as

a whole; (2) to determine what competencies are required to per-

form these functions; (3) to identify the understandings, skills,

and abilities which are needed for adequate performance; and

(4) to organize these understandings, abilities, and skills into

instructional units with subject matter geared to the level of

the individuals or groups to be taught.

Experts associated with the feed industry in Michigan assisted

in developing lists of the functions and the competencies of their

industry. These lists were validated by a jury representing a large

proportion of the Michigan feed industry. The identified activities

were then broken down into lists of understandings, skills, and

abilities. These lists were submitted to vocational agriculture

teachers for their consideration and acceptance. Following accept-

ance by the teachers, the understandings, skills, and abilities

were clustered into instructional experiences and activities. These

clusters are presented in Tables 10-18 of Appendix B. Tables 1-9

of Appendix A list the functions, competencies, and understandings,

skills, and abilities associated with the feed industry.

Conclusions

The major general conclusions which follow from this study are:

1. An analysis of a total industry in terms of the functions

performed, the competencies needed to perform these functions,

and the understandings, abilities, and skills underlying the

competencies needed for adequate performance of the functions

is a productive approach for identifying subject matter or

content useful for training present and prospective workers

for non-farm agricultural businesses and industries.

2. Based on the data secured in this stuc:y, training programs

can be developed to prepare workers for enployment in the

feed industry. The level at which the training is to be

geared will be determined by the background, the experience,

and the previous training of individuals in the program.

Understandings, skills, and abilities which are identified

and listed in this study can be adjusted to meet the needs

of different educational levels of students--from those with

no previous training or experience, to the post-baccalaureate.

13

lit

3. fhe competencies and their underlying understandings,

abilities, and skills, and the related instructional experi-

ences and activities listed in Tables 10-18 of Appendix B

provide a basis for developing training programs which prepare

workers for the feed industry.

15

Appendix A

FUNCTIONS, COMPETENCIES, AND THE UNDERSTANDINGS,

SKILLS, AND ABILITIES ASSOCIATED WITH THE FEED INDUSTRY

Tables 1-9 indicate:

1. Ratings by representatives of the feed industry of

competencies under each function.

2. Response of teachers regarding adequacy of under-

standings, skills, and abilities for development of

the competencies.

NOTE: In the following tables, function is indicated in the titleof each table. Competencies are indicated as major headings in theoutline as A, B, C, etc. Understandings, skills, and abilities areidentified by arabic numerals as 1, 2, 3. Sub-headings suggestcontent included in the understanding, skill, or ability category.

16

Table 1

COMPETENCIES, UNDERSTANDINGS, ABILITIES AND SKILLSNECESSARY TO PERFORM THE PROCESSING FUNCTION

Competencies

Mean Ratingby Represen-tatives ofIndustry

Response ofTeachers Re-garding Items

N=12

Yes

A. Understands and interprets MDAand USDA requirements concern-ing feed processing

1. Develops an understandingof MDA and USDA feed lawsa. State inspection

serviceb. System of dating and

taggingc. Ingredients

d. Digestible proteine. Crude proteinf. Carbohydratesg. Fatsh. Additivesi. Mineralj. Concentratesk. State specifications

2. Develops an understandingof USDA specifications

3. Is aware of the varioustypes of feeds and theirpurposes

a. Understands thechanges in feed re-quirements of growinganimals reflected intypes of feed

1) Fine and coarsefeeds

2) Growing and fat-tening feeds

3) Nursing feeds4) Laxitive feeds5) Production foods6) Special nutrition-

al feeds

3.83

Table 1--Continued

17

CompetenciesMean Ratingby Represen-tatives ofIndustry


4. Has ability to blend animalfeeds

a. Consistent andaccurate

b. According to purposec. Calculate ingredientsd. Performs operations

necessary to grind,roll, pellet, waferand crimp

N=12

Yes f No

Will Items 1-4 adequately developthe competency suggested in Item A? 12 0

B. Develops an alertness to newopportunities for the business

Keeps in personal touch withresearch being conducted inthe area of feeds and feeding

1. Keeps and uses an up-to-date librarya. Professional journalsb. Farm magazinesc. Special newslettersd. Trade journalse. Research reports of

experiment stationsf. Experiment station

bulletins and USDAbulletins

2. Systematically checks withthe non-written sources ofinformation

a. Professional meetingsb. In-service training

sessionsc. Farming meetings

3.83

3.58

18

Table 1Continued



N=12

Yes No

d. Adult class (vo-ag andextension)

e. Company meetingsf. Special subject

meetings

3. Know the activities ofsimilar businesses

4. Secure information fromcustomers about:a. Services now being

renderedb. Additional services

desired

5. Sets and follows a systema-tic plan for visiting thefollowing:a. State research farmsb. State research sub-

stationsc. Field days-commercial

and educationald. Commercial companies

Will Items 1-5 adequately developthe competency suggested in Item B?

C. Records what is received, loca-tion of its storage, qualityand condition, and keeps arunning inventory

Determines the acceptabilityof storage conditions

Determines when feed is"Safe" to store or feed

Receives and stores grainand feed ingredients

3.66

3.58

3.41

3.33

12 0

1

Table I--Continued

19


1. Receives ingredientsa. Checks for quality and

conformity to the re-qui rements

1) Undesirable andforeign materials

2) Weight3) MoistureLi) Mineral

5) Uniformity6) Color7) Damage

b. Determines "storeability"

2. Stores ingredients and feedStore only with likequality and product

b. Check storage binsand other possiblecontaminations

c. Aware of the properstorage conditionsfor the ingredientsand the product

d. Is aware of appear-ance and conditionsof "bad-spoiled"products and ingredi-ents

e. Stores in a locationconvenient for theblending (manufactur-ing) and shippingprocesses

1) Distance frompoint of use

2) Method of receiv-ing and shipping

3) Method of trans-portation to theblending process

a.


N=12

Yes 1 No

,,,,, ----- -

20

Table 1--Continued

Competencies


4) Sequence5) Amount used

f. Knows storage charac-teristics of ingredi-ents and products

g. Follows a systematicprocess of inspectingstorage bins for:1) Capacity2) Safety3) Condition of

stored ingredi-ents or products

4) Moisture5) Rodents6) Age of stored

ingredients orproducts

7) Stored graintests

3. Follow a systematic plan ofcaring for stored feed

a. Inspectsb. Move (turns feed and

ingredients)c. Provides ventilation

and aeration whereneeded

4. Follow a systematic planfor using feeds

a. Maintain adequaterecords

b. Use older ingredi-ents and productsfirst


N=12

7.7 77r7^7 77W..9rrr,r77"7

Table 1--Continued

21



N=12

Yes

5. Maintain adequate inventoryrecords

a. Receives ingredients1) Quantity, quality,

condition2) Date received3) Location

b. Store ingredients andproducts

1) Quantity, quality,condition

2) Amount total andin each bin ofeach ingredientDate put instorage

4) Source

Will Items 1-5 develop the compe-tency suggested in Item C?

D. Plans programs for handlingmaterials at lowest cost

1. Has plant design tohandle products ef-ficiently considering:

a. Laborb, Transportation of

ingredientsc. Output of machineryd. Availability of

machinerye. Shipping and receiving

methods

2. Keeps record so that thefollowing may be calculateda. Cost per package of

each type of feed

12 0

3.66

22

Table 1--Continued

Competencies

b. Labor efficiencyc. Return per package

3. Is alert to new techniques-machines reported in tradejournals

4. Is aware of the method ofmaterials handling

Will Items 1- develop the compe-tency suggested In Item D?

E. Develops efficient processingtechniques and trouble shootsproblems encountered

1. Is able to determine:a. Cost of production

per unitb. Efficiencye. Labor requirements

2. Is familiar with thevarious methods ofefficiency in handlingthe materials withinthe planta. Gravity feedb. Machine requirementsc. Soft materialsd. Hard materials

3. Can combine the aboveitems 1 and 2 into anefficient system

4. Is familiar with theprocess from raw materi-rialto finished product


3.66


N=12

Yes

12

N

0

23

Table 1 -- Continued


Response ofTeachers Re-garding Item

N=12

Yes No

a. Is familiar with theoperation of allmachines

b. Is familiar with eachstep in the process

c. Is familiar with alljobs in the process

5. Maintains a record andfiles of:

a. normal troublesb. equipment historyc. maintenance schedulesd. operational and

maintenance manuals

Will Items 1-5 develop the compe-tencies suggested in Item E?

F. Understands and interprets feedformulas and procedure formixing them

1. Develops an understandingof the types of feedformulas used by thecompanya. Fine and coarse

feeds

b. Growing and fatten-ing feeds

c. Nursing feedsd. Laxitive feedse. Production feedsf. Special nutritional

feeds

2. Knows the ingredient ofeach feed blended by thecompany

12 0

3.41

24

Table 1--Continued



N=12Ate_

Yes No

a. Ingredients (quantityand quality)

b. Sequence of theprocess

c. Analysis of eachfeed

Will Items 1-2 develop the compe-tency suggested in Item F? 11 1

G. Keeps storage equipment inproper repair

1. Is familiar with thestorage equipment

2. Maintains files of:a. Operational manualsb. Maintenance manuals

3. Follows the recommendedmaintenance procedures

4. Keeps record of:a. Normal mishaps or

breakdownsb. Maintenance and

repairs performed;date and nature ofthe work performed

c. Equipment history

Will Items 1-4 adequately developthe competency suggested in Item G? 12 0

H. Records and reports daily con-sumption of feed ingredients,amounts of feed processed,kinds of packaging and dis-posal or storage 3.41

25

Table 1--Continued

Competencies



N=12

Yes No

1. Maintains daily recordsof

a. Input of feed ingre-

dientsb. Output of processed

feedc. Disposition

Will the above Items develop thecompetency suggested in Item H? 10 2

I. Keeps abreast of the activities

of the business

1. Attends appropriatemeetings of companypersonnel

2. Is acquainted with com-pany personnel

3. Reads all company reports

4. Is familiar with companyprojection plans

5. Has periodic conferenceswith other departmentheads

a. Is aware of theirproblems

b. Is aware of therelationship betweendepartments

3.33

Will Items 1-5 develop the compe-tency suggested in Item I? 12 0

26

Table 1--Continued

Competencies

J. Adjusts mill machinery to meetprocessing specifications

1. Is familiar with thespecifications of eachtype of feed processedor blended

2. Is able to adjust the millmachinery to meet the pro-cessing specificationsa. Grindingb. Mixingc. Blendingd. Rollinge. Pelletingf. Crimpingg. Packaging

Will Items 1-2 develop the compe-tency suggested in Item J?

K. Performs mill operations, suchas grinding, mixing, and pack-aging

1. Knows the mill operationsperformed

a. Grindingb. Mixingc. Blendingd. Rollinge. Pelletingf. Crimpingg. Packaging

2. Has ability to performeach operation

a. Is familiar with eachoperation as a process



N=12

3.33

Table 1--Continued

27



N=12

Yes No

b. Is familiar with theequipment of eachoperation

c. Has experience ineach operation

Will Items 1-2 develop the compe-tency suggested in Item K? 12 0

L. Keeps processing and mixingequipment in proper repair

1. Is familiar with theprocessing and mixingequipment

2. Maintains files of opera-tional and maintenancemanuals

3. Follows recommended main-tenance procedures

4. Keeps records of:a. Normal mishaps and

breakdownsb. Maintenance and re-

pairs performed, dateand other pertinentequipment history

3.25

Will Items 1 -Li adequately develop

the competency suggested in Item L? 11 1

M. Sacks, packages and labelsaccording to specifications

1. Know the packaging andlabeling specifications

a. Type of tag or labelrequired

3.25

28

Table 1--Continued

Competencies



N=12

Yes I N

b. Date, code, and other

needed information

2. Has ability to perform

operations of:a. Sackingb. Packagingc. Labeling

Will Items 1-2 develop the compe-

tency suggested in Item M? 11 1

N. Plans and schedules proces-

sing operations

1. Understands and inter-

prets the needs andforms of the sales

department

2. Knows output capacities

of the various machines

of the plant

3. Knows the production re-quirements of each item

a. Laborb. Timec. Materials

1. Calculates the ingredientsrequired for each feed

operation

5. Is familiar with eachproduction process so

thata. Efficient use of

machine is planned

3.25

29

Table 1--Continued



N=12

Yes No

b. Repetition of opera-tions are reduced

c. Unnecessary mill ad-justments are reduced

d. Alterations in theprocesses are reduced

e. Continuous operationis possible

Will Items 1-5 develop the compe-tency suggested in Item N? 12 0

0. Samples and tests feed stuffsfor conformity to desiredspecifications

1. Sets up a system forquality control

a. Provides for a sampleand test of ingredi-ent s

b. Provides for thesampling and testingof products

2. Is familiar with thedesired specifications

3.00

Will Items 1-2 develop the compe-tency suggested in Item 0? 11 1

P. Cleans and fumigates storagefacilities

1. Sets up and follows system-atic plan for cleaning andfumigating storage facili-ties

a. Use of safe products

30

Table 1--Continued

Competencies



N=12

Yeses

b. Knows how often tobe accomplished

c. Knows storage "habits"of product

----

Will Item 1 develop the competencysuggested in Item P? 12 0

Q. Reads and interprets tradejournals

1. Has access to tradejournals

2. Reads the trade journals

3. Seeks clarification ofappropriate points notfully understood

4. Plans for testing and im-plementation of sound ideasand practices

5. Keeps up-to-date on newmachinery

Will Items 1-5 adequately developthe competency suggested in Item Q? 12 0

'

- M1, V, y

Table 2

COMPETENCIES, UNDERSTANDINGS, ABILITIES AND SKILLSNECESSARY TO PERFORM THE SALES FUNCTION

Competencies

A. Assists farmers in planningprograms and trouble shootshis feeding problems

1. Is familiar with thenutritional requirementsof all types of growinganimals

2. Is familiar with the vari-ous systems of handlingfeed on the farm

3. Is familiar with the vari-ous methods of feedinganimals

.1. Is able to recognizefeeding problems

5. Is able to systematicallyanalyze the feeding situ-ation to determine itsefficiency, managementfactors and the like

6. Is familiar with themanagement trends of thefeed business

Will Items 1-6 develop the compe-tency suggested in item A?

Response ofTachers Re-gifding Items

N=12

N

0

31

B. Assists local dealers in pro-moting use of specific feedsby local producers

p^,,ta-e itd./1

32

Table 2--Continued

Competencies


Response ofTeachers Re-gardin7 Items

N=12

Yes No

1. Is familiar with the typesof animals and feeds nor-mally used in the localdealers area

2. Is familiar with thefeeding problems nor-mally encountered bythe local dealer

3. Is familiar with all thefeeds of the business

4. Acquaints the local dealerwith all new feeds of thebusiness

5. Encourages the local deal-er to acquaint their cus-tomers with the use ofspecific feeds for speci-fic jobs

Will Items 1-5 develop the compe-tency suggested in Item B?

C. Sells direct to producer

Sells directly to farmers onthe farm

1. Becomes acquainted withthe producers in thebusiness area and withtheir needs and problems

2. Visits the producers ofthe business area on asystematic follow-up basisto work with them on feed-ing programs and specialproblems related to theiroperation

12 l 0

3.50

3.25

33

Table 2-- Continued



N=12

Yes ( No

3. Becomes familiar with theneeds and problems of theproducer in the businessarea

4. Encourages producers toplace orders for feedand other products

Will Items 1-4 develop the compe-tency suggested in Item C? 11 1

D. Assists producers with individ-ual problems by reviewing thespecific situation

1. Encourages the producersto keep appropriate records

2. Encourages the producerto analyze his farmbusiness

3. Review the farm businessrecords with the producerto help him discoverproblems and make decisionsleading to a solution ofthe problems

3.25

Will Items 1-3 develop the compe-tency suggested in Item D? 11 1

E. Follows up on results obtainedby customers and reports theseto the management of thebusiness

1. Visits each producer on asystematic basis

3.50

34

Table 2--Continued

Competencies

I



N=12

Yes No

2. Follows up the visits andchecks for progress onpreviously identifiedproblems

3. Files follow up reportswith management

Will Items 1-3 develop the compe-tency suggested in Item E? 11 1

F. Sells directly to customersacross the counter in an in-formative manner without mis-representation

1. Is neat in personalappearance

2. Knows the products thathe sells

3. Knows and follows thetechniques of goodcustomer-sales relation-ships

4. Is familiar with the nor-mal problems encounteredby the customers, espe-cially with new products

5. Answers inquiries as ob-jectively as possible

6. Knows and follows goodsalesmanship practice

3.50


Table 2--Continued

CompetenciesMean Ratingby Represen-tatives ofI 'idustry


N=12

Yes No

G. Solicits local dealers to sellcompany products

1. Acquaints the local dealerwith all of the productssold by the company

2. Encourages the localdealer to stock thoseitems that are likelyto sell

3. Develops techniques withthe local dealer forpromoting new products

3.50

Will Items 1-3 develop the compe-tency suggested in Item G? 11 1

H. Recognizes abnormal and detri-mental practices and animalhealth conditions

1. Understands the relation-ship of farm sanitation tofeed efficiency and animalhealth

2. Understands the effect ofmanagement-feed-healthresults

3. Is able to identify majordisease symptoms

3.50

Will Items 1-3 develop the compe-tency suggested in Item H? 12 0

36

Table 2--Continued



N=12

Yes

I. Assists local dealers in pro-motional campaigns, and feedand grain clinics for livestockfeeders

1. Is familiar with theproducts of the company

2. Is familiar with promo-tional techniques

3. Performs an inventory todetermine items that spendtoo much time on the shelf

4. Can design a promotionalcampaign for new products

5. Is acquainted with thelivestock feeders of thearea

6. Is familiar with thespecial problems of thelivestock feeders of thearea

7. Can design a teaching pro-gram to use in feed andgrain clinics

8. Can organize a feed andgrain clinic

3.50


Table 2--Continued

37



N=12

Yes

J. Develops reputable company rap-port with dealers through honestrepresentation of products

1. Knows the products of thebusiness

2. Knows and follows goodtechniques in companydeale -relationships

3. Is objective as possiblein representation ofproducts

4. Keeps in constant touchwith the local dealerand understands hisproblems

Will Items 1-4 develop the compe-tency suggested in Item J?

3.41

12 0

K. Helps farmers to arrange creditand accepts responsibility forthe collection of accountsreceivable

1. Is familiar with thesources of credit avail-able to farmers

2. Can develop and analyzea net worth statement

3. Understands and is ableto evaluate the limitingfactors associated withthe extension of creditsuch as:

3.33

38

Table 2--Continued

Competencies17Mean Rating

by Represen-tatives ofIndustry

Response ofTeachers Re-

garding Items

N=12

Yes

a. Ability to payb. Management abilityc. Personal traitsd. Family characteristics

4. Understands company andlocal dealer credit poli-cies and practices

5. Is able to analyze thecredit risk of the customer

6. Establishes a procedurefor collecting accountsreceivable in line withcompany credit policy


L. Evaluates and disseminates othertried and tested program tech-niques and efficiency ideas

1. Makes constant use ofwritten and non-writtensources of information

2. Keeps a file of new tech--niques, programs and ideas

3. Utilizes these new tech-niques and ideas whenhelping local dealers andfarmers in developing al-ternatives to their presentoperation

3.16

Will Items 1-3 develop the compe-tency suggested in Item L? 12 I 0

Table 3

COMPETENCIES, UNDERSTANDINGS, ABILITIES AND SKILLSNECESSARY TO PERFORM THE SERVICE FUNCTION

39

Competencies

A. Recommends feeds and rations tobe used in specific farm situa-tion

1. Understands animal nutri-tion including

a. Principles of nutri-tion

b. Functions of feedingredients

c. Elements found inanimal feeds

d. Growth patterns andchanging nutritionalrequirements of farmanimals

2. Is familiar with feed in-gredients common to thearea

3. Understands the relation-ship of kinds of feeds tomanagement practices

a. Effect of managementpractices to feedefficiency

b. Relationship ofcost factors

c. Relationship of farmsanitation

4. Ability to adjust feedpurchases to feed supplieson farm

a. Roughage and pastureof the farm


3.91


N=12

14o

Table 3--Continued

Competencies


Respor.se of

Teachers Re-garding Items

N=12

Yes N

b. Grains produced onthe farm

c. Mineral deficienciescommon to area

5. Is familiar with the pro-ducers and factors associ-ated with formation ofrations

a. Commercial feedsb. Farm formulated feedsc. Most efficient com-

bination of avail-able feed ingredients

6. Ability to prepare and sub-mit appropriate reports

a. Recommendations tofarmers

b. Mileage reportsc. Follow-up of commit-

me nt s

d. Drafting an itinerarye. Expense accounts

7. Has a working vocabularyof common terms such as:

a. Roughageb. Pasturec. Concentrated. Supplemente. Mineralf. Proteing. Carbohydrateh. Vitamini. Waterj. Additivek. Ration

Will Items 1-7 develop the compe-tency suggested in Item A? 12 0

Table 3--Continued

41



N=12

Yes No

B. Works with local dealers onproblems concerning extensionof credit to customers

1. Familiar with the sourcesof credit available tofarmersa. Local banksb. Local dealersc. Production Credit

Associationd. FHAe. Other

2. Can make up and analyze anet worth statement

3. Understands and is able toevaluate the limiting fac-tors associated with theextension of credit suchas:

a. Ability to payb. Management abilityc. Personal traitsd. Family characteristicse. Personal character

4. Becomes familiar withcompany credit policy andpractice

5. Is able to analyze creditrisk of customers

3.75

Will Items 1-5 develop the compe-tency suggested in Item B? 11 1

42

Table 3--Continued



N=12

Yes

C. Keeps abreast of developingtrends, new developments andnew farm technology

1. Is familiar with sourcesof information related tothe feed in-lustry andassociated fields

a. Professional journalsb. Farm magazinesc. Special newslettersd. Trade journalse. Research reports of

experiment stationsf. Expe2iment stations

and United StatesDepartment of Agri-culture bulletins

2. Makes use of the non-written sources of infor-mation

a. Professional meetingsb. In-service training

sessionsc. Farm meetingsd. Adult classes (vo-ag

anti extension)

e. Company meetingsf. State and national

conventionsg. Special subject

meetings

3. Understands the relation-ship and dependence of thefeed industry on the totaloperation of farmers

3.66

No


Table 3--Continued



N=12

D. Promotes the use of companyproducts by encouraging theiruse by farmers

1. Is familiar with the lineof company products

a. Knows their costsb. Recognizes their ad-

vantagesc. Understands their

limitationsd. Is familiar with rec-

ommendations of thecompany and the manu-facturer

2. Is able to show customersthe merits of the companyproducts

a. Shows and interpretsresearch data re-garding feeding oflivestock and poultry

1) Uses industryconducted re-search data

2) Uses experimentstation researchdata

3. Is familiar with acceptedpractices in regard to newcustomers

4. Is familiar with the loca-tion of customers

5. Is alert for new customers

3.58

Yes 4 No

1

44

Table 3--Continued



N=12

Yes

6. Is alert to new products


E. Exhibits alertness and sensi-tivity to situations in whicha service can be rendered 3.58

1. Becomes familiar with theproblems of the customer

a. Helps farmers con-sider all alternatives

b. Helps farmers selectthe best alternatives

c. Helps local dealerswith techniques ofassisting their cus-tomers in reachingdesirable decisions

2. Knows the community servedby the local dealer

a. Location of allcustomers

b. Key personnel in thecommunity

c. Organizations in thecommunity

3. Becomes aware of the growthpatterns of the community

a. New industriesb. New peoplec. Alteration of exist-

ing patterns

4. Is alert to new companyproducts

Table 3--Continued

)45

Competencies

Mean Ratingby Represen-tatives ofindustry


N=12

Yes N

5. Is alert to and promotesnew uses of company pro-ducts

a. Watch for ideas asto how these productsare used on the farm

b. Talks with customersin feed stores

c. Spreads the word ofideas gathered toothers who may beinterested


F. Speaks at farmers' meetings onproblems of nutrition and feed-ing

1. Offers services for adultmeetings held in the area

a. Vo-agb. Cooperative Extension

Servicec. Other

2. Becomes acquainted withthe personnel

a. People who attendb. People who conduct

the meetings

3. Is aware of the feedingand nutritional problemscommon to the area

a. Local peculiar prob-lems

3.58

16

Competencies

Table 3--Continued

b. Normal problems of thelivestock and poultryindustry

Will Items 1-3 develop the compe-tency suggested in Item F?

G. Promote farm automation and en-courages farmers to adapt newtechniques to their farms

1. Is familiar with methods ofimproving the efficiency ofthe feed industry

a. Is able to conducttime-motion studieswhere needed

't;. Understands methods

of handling feedsc. Understands methods

of housing animalsd. Understands proper

methods of managementof 1i-restock andpoultry

e. Underr,tands acceptedmethods of managementof livestock andpoultry

2. Keeps up to date on newdevelopments in agricultureparticularly in the live-stock and poultry business


experiment stationsf. State and USDA bul-

letins


3.50


N=12

Yes

11 1

Table 3--Continued

)47



N=12

Yes f No

3. Attends conventions,exhibits and meetingsrelated to the feed in-dustry to secure new ideas

4. Is aware of the adoptionprocess followed by farmersin accepting new ideas andtechniques

a. Awarenessb. Interestsc. Evaluationd. Triale. Adoption or rejection

5. Is aware of the sources ofinformation for farmers

a. Mass mediab. Government agenciesc. Friends and neighborsd. Salesmene. Teachers of Vocational

Agriculture


H. Works with local dealers in thepromotion and sales of the feedsin his organization

1. Knows the products of thecompany

2. Is familiar with properfeed handling methods tobe employed by a successfullocal dealer

3. Is familiar with the feedsneeded in the local area

3.41

48

Table 3--Continued



N=12

Yes No

4. Knows acceptable promo-tional methods

a. Visits to farm orlocal dealers

b. Exhibitsc. Displaysd. Handoutse. Advertisingf. Billboardsg. Demonstrationsh. Field trials

5. Knows and practices accept-able sales techniques

Will Items 1-5 develop the compe-tency suggested by Item H? 11 1

I. Assists producers in solvingfeeding and related problems 3.1J

11011111

1. Is familiar with the feed-ing problems of the cus-tomer and of others in thearea

2. Knows the feeding problemsgenerally associated withlocal livestock and poultryenterprises

3. Knows the resource personsthat are available to helpso3ve special problems re-lat!.:d to livestock and

poultry enterprises

4. Understands the relation-ship of sound managementpractices to the resultssecured from feeds

Table 3--Continued

I



N=12

Yes No

a. Efficiencyb. Housingc. Sanitationd. Health of animals

5. Is able to identify diseasesymptoms

a. Internal parasitesb. External parasitesc. Virusesd. Skin disorderse. Infectionsf. Others

,

Will Items 1-5 develop the compe-tency suggested in -item T? 11 1

J. Keeps local dealers informedregarding problems most fre-quently encountered on farms

1. Is alert to identifyingproblems as he visits thefarm

2. Has ability to prepare andsubmit appropriate reportsa. Recommendations to

the customerb. Report of other areas

which were not dis-cussed with the cus-tomer

3. Performs periodic evalu-ations of the types ofproblems encountered

3.08

1---

. 11 1

Will Items 1-3 develop the compe-teney suggested in Item J?

50

Table 4

COMPETENCIES, UNDERSTANDINGS, ABILITIES AND SKILLSNECESSARY TO PERFORM THE OFFICE FUNCTION



N =12

Yes No

A. Provides records and data re-quired by his supervisor and inan acceptable form

Provides information to hissupervisor about the organiza-tion, its products and services

1. Sets up a filing systema. Follow an established

formb. File all receipts,

letters, documents,specifications andorders

2. Familiarizes himself withthe filing system used

3. Keeps up to date on theorganization patterns andpossible changes

4. Is familiar with all ofthe products and servicesof the company

5. Is familiar with thebusiness forms of thecompany

6. Periodically and system-atically reviews the com-pany's progress

7. Evaluates the progress interms of prior expectations

3.83

3.00

51

Table 4Continued

Mean Rating

Competencies i by Represen-tatives ofIndustry

,


N=12

Yes No

8. Investigates new areas forservices and products

9. Provides reports

10. Has periodic conferenceswith his supervisor

Will Items 1-10 develop the compe-,tency suggested in Item A? ,

3.66

12 0

I

I

1

1,--.-

B. Maintains a cooperative spiritand sense of loyalty amongcolleagues

1. Has ability to get alongwith his fellow workers

a. Speaks to fellowworkers

b. Sees that contact ismade with each fellowworker following adefinite schedule

c. Shows an interest intheir problems

2. Is loyal to fellow workersa. Supports fellow

workers in times ofcrisis if support isjustifiable

b. Does not talk about orgossip about fellowworkers

c. Distinguishes rumorfrom fact

d. Does not spread rumors

Will Items 1-2 develop the compe-tency suggested in Item B? 0

Table 4Continued

Competencies



N=12

Yes No

C. Establishes approved systems ofcollecting accounts receivable

1. Familiarizes himself withbookkeeping proceduresused by the company

2. Follow the systematicsystem for accounts

a. Recording after salesb. Send statements on a

regular basisc. Follow up delinquent

accountsd. Have a policy for

those accounts thatremain outstanding

3.66


D. Makes periodic summarization ofthe business for purposes ofanalysis

1. Is familiar with thebusiness forms, proceduresand policies of the com-pany

2. Makes a periodic systema-tic summary of the business

3. Analyzes the business fortrends, weaknesses andstrengths

3.58


Table 4Continued

53



N=12

Yes No

E. Works with employees in main-taining morale

1. Maintaining effectiveworking conditions

a. Physical conditionsb. Social conditions

2. Set up to receive and followup an employee's suggestions

3. Be alert to rumors

4. Have a fair promotion andreward system

5. Have an equitable systemof benefits

3.50

Will Items 1-5 develop the compe-tency suggested in Item E?

1 12 0

F. Performs administrative dutiesin line with established andaccepted organizational policies

G. Determines policy concerningwages, hours, and benefits

1. Develops a fair and equit-able policy for wagesa. Beginningb. Advancesc. Over-time

3.41

3.41

Will Item 1 develop the compe-tencies suggested in Items F and G? 10 0

54

Table )4 -- Continued



N=12

Yes No

H. Evaluates and commends workerperformance

I. Follow a systematic planfor evaluation of workperformance

a. Fairb. Frequencyc. In all work situations

of the employeed. Confers with workers

frequently

3.33

Will Item 1 develop the compe-tency suggested in Item H? 11 1

I. Establishes and uses approvedsystems of cost accounting

1. Is familiar with the sys-tems of cost accounting

2. Can evaluate the systemsand select the one bestsuited to the business

3. Can keep the requiredrecords, reports and dataof the cost accountingsystem

3.33


J. Recommends changes in procedurewhich increase organizationalefficiency

1. Makes organizational charts

3.25

Table 4 -Continued

55

CompetenciesWean Ratingby Represen-tatives ofIndustry


N=12

Yes No

2. Projects organizationalcharts in light of trendsand forecasts

3. Studies organizational setup for efficiency

L. Suggests changes that wouldimprove service for effi-ciency

Will Items 1-4 develop the compe-tency suggested in Item J? 12 0

K. Clearly instructs employee as

to what work is expected of him

1. Becomes familiar witl" alljobs of the company

2. Instructs the employee as

to the why and how of thejob

3. Follow up to see thatemployee is growing intothe expected job perform-ance

3.25


L. Supervises personnel and coor-dinates their work withindepartments

1. Knows each employee

2. Is familiar with work ofeach employee

3.25

56

Table 4Continued



N=12

Yes No

3. Is able to conduct super-vision openly, fairly, andsystematically

4. Is familiar with the workof each department

5. Is able to organize thework of each departmentand each worker in thedepartment so that theworkers and departmentscompliment each other.

Will Items 1-5 develop the compe-tency suggested in Item L? 12 0

M. Delegate authority to employeeto the extent he can satisfac-torily work expected of him

Delegate authority to workersin best interest of totaloperation

1. Know work load and jobdescription of each em-ployee in his regular job

2. Delegate the responsibilityand authority necessaryfor the job

3. Do not delegate moreresponsibility and author-ity than is needed to dothe job

3.25

3.08

Will Items 1-3 develop the compe-tency suggested in Item M? 12

--.0

57

Table 4Continued



N=12

Yes No

N. Keeps employees informed con-cerning general policies re-lated to operation

1. Has an established generalpolicy for the business

2. Permits the policy to beknown to employees

3. Discusses any policy mis-understandings with em-ployees

4. Makes known any changes ingeneral policy

3.25

Will Items 1-4 develop the compe-tency suggested in Item N? 12 0

0. Helps to maintain complete andaccurate record files

1. Becomes familiar with allcompany records

2. Becomes familiar with thefiling system of the com-pany

3. Insures that a file copy ofeach transaction is com-pleted

4. Insures that a copy of eachtransaction is filed

3.16

Will Items 1-4 develop the compe-tency suggested in Item 0? 12 i 0

58

Table 4Continued

Competencies

ean Ratingby Represen-tatives ofIndustry


N=12

Yes No

P. Maintains line of communicationwithin the company organization 3.16

1. Insures that employeeshave contacts with tteirsupervisors

Will Item 1 develop the compe-tency suggested in Item P? 11 1

Q. Works with employees on the pro-motion of sales

1. Is familiar with each ofthe products

2. Is familiar with the salesoutlets-customers of thebusiness

3. Is familiar with promo-tional techniques

a. Displaysb. Advertisementsc. Samplesd. Salesmen

4. Keeps records of sales foreach employee doing saleswork

5. Diagnoses sales problemsof some employees

6. Sets up sales personneltraining program for thebusiness

3.16

59

Table 4Continued



N=12_____

Yes No

7. Sets up sales program fora special service productof the business

Will Items 1-7 develop the compe-tency suggested in Item Q? 12 0

R. Cooperates with the employeesto increase job efficiency

1. Is familiar with the jobdescription of the em-ployee

2. Can perform an efficiencystudy of the job

3. Asks employee for sugges-tions and improvementsin terms of efficiencyof business

4. Works with employees toimplement desired changes

3.16

Will Items 1-4 develop the compe-tency suggested in Item R?

12 0

S. Hears and processes grievancesof workers

1. Insures that all workershave an opportunity to beheard

2. Sees to it that allgrievances are actedupon

3.16

i

1

6o

Table 4--Continued



N=12

3. Reports all grievances toappropriate persons

4. Insures that persons re-porting grievances be in-formed as to the actionbeing taken

Will Items 1-4 develop the compe-tency suggested in Item S? 12

T. Applies modern principles andconcepts of accounting

1. Is familiar with the ac-counting systems of thebusiness

2. Studies newer conceptsand methods of accounting

3. Suggests appropriate con-cepts of accounting forimplementation into thebusiness

Will Items 1-3 develop the compe-tency suggested in Item T?

U. Interviews and hires new person-nel, orients new workers andmakes them feel a part of theorganization

1. Keeps track of personnelneeds of business

2. Is familiar with the re-quirements that prospectiveemployees should have forthe job in the business

1

3.00

61

Table 4Continued



N=12

Yes N

3. Is familiar with thesources of new personnel

4. Conducts an interview withprospective personnel

5. Evaluates the prospectivepersonnel in light of jobrequirements

6. Is familiar with the jobdescription of new person-nel

7. Provides for a period ofsystematic orientaticthe business for all i.

personnel

8. Insures that the new Id

nel meet all of their fellowworkers, supervisors andoffice personnel

9. Provides for a systematicfollow-up and personalcontacts with new personnel

Will Items 1-9 develop the compe-tency suggested in Item U?=1111. 12 0

r

62

COMPETENCIES, UNDERSTANDINGS, ABILITIES AND SKILLSNF'"ESSARY TO PERFORM THE RELATIONS FUNCTION

Competencies

A. Visits local dealers and assiststhem in solving their managementproblems as well as those involv-ing customer relations

1. Keep: aware of the problemsof the business

2. Knows how to work withpeople

F Is familiar with good humanrelations practices

4. Can analyze the managementproblem

5. Can analyze the customerrelations problem

6. Is familiar with methodsof improving customerrelations

Will Items 1-6 develop the compe-tency suggested in Item A?

B. Prepares and delivers talks re-lated to the feed industry atdealer associations and atfarmer and farm youth meetings

1. Has an understanding of theentire feed industry

2. Keeps aware of the changingproblems in the business


3.50

3.41


N=12

Yes No

12 0

63

Table 5--Continued



N=12

Yes I No

3. Has the ability to preparetalks

a. Outline-purpose oftalk

b. Review materialsc. Organize the materials

4. Is familiar with aids andmethods of conveying thetalk to groups using suchitems as visual, modelsand other aids

5. Is familiar with some tech-niques of delivery

6. Offers services to groupsin the business area

7. Is aware of the differencesexisting between interestsand age groups and is ableto consider these in plan-ning a talk

Will Items 1-7 develop the compe-tency suggested in Item B?

10 2

C. Plans tours of interest todealers and farmers

3.33

1. Keeps up to date on theevents and activities beingconducted

2. Is aware of the interestsof he dealers and farmers

Table 5--Continued



N=12

Yes No

3. Has an understanding ofhow to plan a tour

a. Contacts persons havingthe activities

b. Contacts farmers, agri-cultural educationleaders and farm organ-ization personnel

c. Arranges for trans-portation


D. Visits livestock producers todetermine their understandingof relationship between thelivestock industry and the feedindustry

1. Knows the names, addressesand location of the majorlivestock producers in thebusiness area

2. Is acquainted with theoperation-managementstrengths-weaknesses ofthe producer

3. Plans and periodically con-ducts a systematic visit toeach producer in the busines

4. Keeps a record of eachvisit

5. Identifies problems ofproducers

3.16

65

Table 5--Continued



N -12

Yes No

6. Works with producers insolving their problems

Will Items 1-6 develop the compe-tency suggested in item D? 11 1

E. Initiates, plans and conductseducational seminars and farmerconferences and clinics

1. Has an understanding ofthe entire feed industry

2. Keeps aware of the trendsand changing problems inthe business

3. Establishes the idea ofseminar with the appropri-ate groups

4. Can prepare a seminar-conference paper

a. Outline-purposeb. Review of materialsc. Organization of

materials for pre-sentation

5. Is familiar with aids,materials and methodsthat help in presentation

6. Is familiar with group dis-cussion techniques

3.08

I

Will Items 1-6 develop the compe- P

i

tency suggested in Item E?I

12 0

. t

66

Table 5--Continued



N=12

Yes N

F. Prepares materials suitable forin-service training and profes-sional up-gradthg of personnel

1. Is familiar with the prob-lems and trends of thebusiness

2. Is acquainted with all ofthe jobs of the business

3. Is acquainted with problemsencountered by most em-ployees as they progresson the job and with thecompany

4. Reviews journals, magazinesand conference reports forideas

5. Can organize materialgeared for a learningsituation (rather thana telling situation)

6. Has the ability to writematerial to he used in alearning situation

3.08


G. Meets and cooperates with re-lated agricultural agenciesin developing solutions to theproblems of farmers

1. Becomes acquainted withthe agricultural agenciesand their personnel

3.00

67

Table 5--Continued



N=12

Yes No

2. Offers services to theagricultural agencies

3. Meets the agriculturalagencies personnel ona periodic basis to dis-cuss common problems

4. Knows the functions ofeach agency


68

Table 6

COMPETENCIES, UNDERSTANDINGS, ABILITIES AND SKILLSNECESSARY TO PERFORM THE PURCHASE FUNCTION

CompetenciesMean Ratingby Rep "esen-tatives ofIndustry


N=12

Yes No

A. Determines purchase price basedon market ieports, grade andtransportation differential

1. Develops an understandingof market reportsa. How many reports and

the groups from whichthey came

b. How often issuedc. Types of reports

issuedd. Has an understanding

of the formate. Has an understanding

of the terms used

2. Develops an understandingof the factors involvedand adjusting the marketreport to business use

a. Grade or quality ofmaterial used in thecompany

b. Knows the weekly,seasonal, changingrequirements of thecompany

c. Is familiar with thequality of each mater-ial used by the company

d. Is familiar with thenormal sales

e. Anticipates specialneeds of the company

3.91

69

Table 6--Continued


3. Develops a working knowl-edge of the sources ofproducts

a. Is familiar with thesalesmen who call onthe company representa-tives

b. Is familiar with theether companies

c. Is familiar with alter-native sources of in-formation

4. Develops an understandingof how to determine thepurchase price

a. Quantity neededb. Expected sales price

of productc. Possible substitute

of equal qualityd. Possible bulk, company

or other discountse. Shipping and freight

costsf. Market outlook


N=12

Will Items 1-4 develop the compe-tency suggested in Item A?

B. Purchases ingredients for mixedfeeds from suppliers

1. Has a working knowledge ofwho the suppliers are

2. Can determine the purchaseprice

3.66

70

Table 6--Continued



N=12

Yes No

3. Knows the company require-ments in terms of quality,quantity, and possible sub-stitutions

4. Can interpret the recordsand forms used for ordering


C. Directs mixing of grain in localelevator to meet specificationsof the buyer

1. Is familiar with the .e-quirements of the buyer

a. Type of feed desiredb. Type of milling pro-

cess desiredc. Quality of feed desired

2. Is familiar with the mixingprocess

a. Knows the ingredientsb. Knows the sequence of

mixingc. Knows the operation

and adjustment of themachinery

3. Has the ability to operateand supervise the mixingprocess

3.66


71

Table 6--Continued



N=12

Yes N

D. Records volume purchased, condi-tion, grade, price, source,transportation, freight, andinsurance

Arranges for receipt of grainand feedstuffs, including storagefacilities, recording quantityof materials condition, costand how handled

1. Keeps accurate record ofpurchase

a. Amount purchasedb. Qualityc. Sourced. Cost

e. Transportation methodf. Freight costsg. Insurance

2. Arranges and makes provisionfor appropriate receipt ofitems

a. Amount receivedb. Qualityc. Costd. Sourcee. Method of receivingf. Condition upon receipt

3. Keeps accurate record of thedistribution of grain andfeedstuffs and of the pro-ducts

3.50

3.141

Will Items 1-3 develop the compe-tency suggested in Item D?

72


Competencies



N=12

Yes No

D. Buys specified kinds, quality

and grades of grain

Bargains with seller to buy at

best possible price

1. Is familiar with the sourcesof grain, feedstuffs andproducts

2. Is familiar with the typeand quality of grain to be

purchased

3. Is familiar with the normal

classification of grain

a. Typeb. Grade

4. Can determine and compareprices of possible purchaseof grain from differentsources

a. Comparison of most

grain per unitb. Discountsc. Transportation and

insurance costs

5. Can engage in a bargainingprocess

a. Has ability to perceiveemotions of people

b. Has ability to "sizeup" situations and makecorrect decisions

c. Has ability to bargainwith "facts" not" p as sion"

3.41

3.33

r

73

Table 6--Continued


r ResponseTeachersgarding

N=12

of

Re-Items

....

NoYes

d. Determines and considersalternatives beforemaking decisions

Will Items 1-5 develop the compe-tency suggested in Item E? 12

F. Arranges for deliveries andmodes of transportation

1. Is familiar with costsof deliveries

a. Methodb. Distance

2. Is familiar with the methodsused by the company fordeliveriesa. Company truckb. Rail expressc. Maild. Air freighte. Motor freight

3. Can fill out the appropriatedelivery formsa. Name, address, phone,

destinationb. To whom billc. Quantity to shipd. Method of shipmente. Quality-typef. Special delivery

instructionsg. Size of unit

4. Is familiar with the companydelivery schedule

e

3.11

Will Items 1-4 develop the compe-tency suggested in Item F? 12 [0

714

Table 6--Continued



N=12

Yes I No

G. Determines prices to offer forgrain and feedstuffs based onknowledge of outlook and futuretrends

1. Knows the factors on whichthe offering prices is based

a. Use to be made of grainand feedstuffs

b. Qualityc. Possible quantity

discountd. Who pays shipping coste. Supply conditionsf. Number of sources from

which the grain orfeedstuffs are avail-able

g. Changing market condi-tions - outlook

2. Can determine the price con-sidering the above factors

3.33 i

Will Items 1-2 develop the compe-tency suggested in Item G? I 12 0

H. Studies market prices by watchjnggrain futures

1. Understands "grain futures"

2. Keeps a record of marketchanges

3. Studies these for trends

1

i

3.25

Will Items 1-3 develop the compe-tency suggested in Item H?

I

I 12 0

75

Table 6--Continued



N=12

Yes

I. Makes effective use of telephoneand telegraph to complete trans-actions

1. Has good telephone manner

2. Keeps a file of appropriatetelephone numbers

3. Keeps a complete and accuraterecord of telephone and tele-graph commitments

3.16


76

Table 7

COMPETENCIES, UNDERSTANDINGS, A3ILITIES AND SKILLSNECESSARY TO PERFORM THE TRANSPORTATION FUNCTION

Competencies

A. Recommends procedures for re-ducing costs and increasingefficiency

1. Is familiar with the trans-portation methods used bythe business

2. Keeps efficient records ofthe cost of the transporta-tion used by the business

3. Examines the records forout-of-line costs

4. Compares the needs with othersimilar businesses

5. Reads and gathers informa-tion about the transporta-tion methods

6. Recommends changes whenadvisable


3.50

Resronse ofTeachers Re-garding Items

N=12


B. Manages maintenance of trucks andother equipment concerned withdistribution

Plans efficient system for keep-ing records on the use andmaintenance of vehicles

3.00

3.41

Table 7--Continued

77

Competencies

Mean Ratingc:, Represen-tatives ofIndustry


N=12

Yes No

1. Sets up and follows asystematic maintenanceschedule for all vehicles

and equipment

2. Keeps on file the mainten-ance manuals for vehicles

and equipment

3. Keeps a maintenance history

of all vehicles and equip-

ment

4. Maintains a daily and annualdispatch record for eachvehicle

5. Maintains operational re-cords for all equipment

-


C. Determines efficiency of handlingsacks, bags, boxes of feed or

loose grain

1. Keeps a record of salesand includes quantity ofeach item sold notingsize and type of containers

2. Examines the records forcost of handling, time andlabor involved

3. Adjusts transportationsystem and employees to ob-

tain efficiency

3.33


78


CompetenciesMean Ratingof Represen-tatives ofIndustry


N=12

Yes No

D. Keeps mileage record and log ofdeliveries

1. Maintains a dispatch recordfor each vehicle

3.25

Will Item 1 develop the competencysuggested in Item D? 11 1

E. Knows limitations of stackingsacks and other forms of pack-ages

1. Is familiar with each formof packaging used in thebusiness and its handlinglimitations

2. Conducts trial handlingsystems with the employeeson delivery trucks and inthe warehouse

3. Establishes a handlingsystem for all productsused in the business

3.16


F. Drives vehicles with full under-standing of their operationsmaintenance of safe drivingprocedures

Promotes campaigns for safedriving and use of equipment

1. Is acquainted with the oper-ators and maintenance manualsof all vehicles and equipment

3.16

3.00

a

,

79

Table 7--Continued



N=12

Yes N

2. Is familiar with the driv-ing characteristics ofeach vehicle

3. Insures that each driverhas a valid operator'slicense

4. Is familiar with the opera-tional procedures for allequipment

5. Attends safety meetings forall new company driverswhere the driving policiesof the business are explain-ed

6. Keeps constant safety checkson all drivers and equip-ment operators

7. Promotes safety throughposters, signs, and asystem of awards


11 1

G. retermines transportation costson fleet of vehicles and oneach individual unit

1. Maintains a daily dispatchrecord for each vehicle

2. Maintains a transportationrecord for the business

3.16

8o

"rn.77,7"r".7377r.'

Table 7--Continued


ResponseTeachersgarding

N=12

of

Re-Items

I NoYes

3. Calculates the cost ofoperating the fleet andindividual vehicles


H. Plans and routes most economicaltransportation

Routes delivery and service trucksto retail stores, farms anddealers

1. Keeps a record of sales thatinclude quantity of eachitem sold noting size andtype of container

2. Examines records to deter-mine the transportationneeds of the business

3. Is familiar with the serviceareas (territory) of thebusiness

4. Plans a vehicle dispatchsystem to provide foreconomical deliveries andcustomer conveniences

3.08

3.00

Will Items 1-4 develop the compe-tency suggested in Item H? 12 0

81

Table 8

COMPETENCIES, UNDERSTANDINGS, ABILITIES MID SKILLSNECESSARY TO PERFORM THE RESEARCH FUNCTION



N=12

Yes No

A. Establishes the physical set-upfor research and plans dailyand periodic routines of work

1. Establishes the objectivesof research for the business

2. Plans and determines thephysical and personal needsto carry out the research

3. Plans each experiment inline with the objective

4. Is familiar with the methodof conducting feed industryresearch

5. Secures the needed suppliesand personnel

6. Schedules the work for theemployees in line with theirabilities

3.27


B. Rejects the use of spoiled ordamaged feed in mixing rationsfor research purposes

1. Establishes a criteria forevaluating all incomingfeeds to be used in research

3.18

.7-77,77

82

Table 8--Continued



N=12

Yes No

2. Insures that all feed iscarefully inspected beforebeing considered for usein research

3. Rejects all feeds that donot meet the criteria


C. Formulates the rations includinguse of Micro feeds and antibiotics

1. Understands animal nutritionincluding

a. Principles of nutritionb. Functions of feed

ingredientsc. Elements found in

animal feedsd. Growth patterns and

changing nutritionalrequirements of farmanimals

2. Understands common feed ternsa. Concentrateb. Supplementc. Minerald. Proteine. Carbohydratef. VitanIng. Additiveh. Nutrienti. Microfeeds

3. Can formulate rations forvarious animals

3.18

Table 8--Continuecl

83



N=12

4. Insures that the formulatedrations meet the criteriafor which they are formu-lated

5. Insures that the mixing andgrinding machines are notcontaminated

6. Insures that the microfeedsare mixed thoroughly andpre-mixed

7. Provides a system of trans-portation of the ingredientsto permit non-contamination

8. Insures that accurateweights and measures areObtained

9. Insures that pre-mixed andmajor ingredients arethoroughly compounded

10. Has sample of feed analyzedto compare against controlcharts

11. Develops an identificationcode for all research rationsto permit identification,purpose, date mixed, andthe like

Yes No

Will Items 1-11 develop the compe-tency suggested in Item C? 1

8I.

Table 8--Continued

Competencies



N=12

Yes No

D. Coordinates and cooperates inthe development of new foodproducts

E. Specifies what data should berecorded and plans a procedurefor recording it

1. Identifies the data neededto complete the objectives

2. Plans for collecting thedata

a. Typeb. When and how oftenc. Done by whom

3. Trains employees in collect-ing the data

a. Accuracy according todirections

b. Proper completion ofthe forms

3.18

3.09

Will Items 1-3 develop the compe-tency suggested in Items D and E? 12 0

F. Recommends and determines needfor research

1. Keeps abreast of the prob-lems of the industry andofthe business

2. Keeps abreast of the trendsof the industry and ofthe business

3.09

Table 8--Continued

85

Competencies

3. Spots areas needing researchthrough constant analysisof the business records andan awareness of the trendsand problems

4. Is familiar with the methodsof research that may be em-ployed by the company

5. Is able to plan and insti-tute research projects

6. Is familiar with the pro-cedures and business poli-cies of the research pro-gram

7. Plans and determines thephysical, personnel andfinancial needs to carryout the research


Mean Ratingby Represen-Itatives ofIndustry


N=12

Yes No

12 0

G. Performs many basic skills as

testing for moisture, TDN,ash and the nutrients

1. Is familiar with the basicskills such as testing formoisture, TDN, ash, and thenutrients that are used inthe business

2. Is familiar with alterna-tive methods of performingthe same basic skills

3.00

86

Table 8--Continued

Competencies

3. Has the ability to performthe basic skills in themanner used in the business



N=12

Yes N


87

Table 9

COMPETENCIES, UNDERSTANDINGS, ABILITIES AND SKILLSNECESSARY TO PERFORM THE MAINTENANCE FUNCTION


Response ofI Teachers Re-,

garding Items

N=11

Yes No

A. Understands function of eachoperating machine

1. Reads the operational manualfor each machine

2. Reads the maintenance manualfor each machine

3. Is able to operate eachmachine according todirections in the manual

3.75


B. Understands relationship betweenmachines in the total operation

1. Relates the function of eachmachine to the total func-tion of the business

3.75

Will Item 1 develop the competencysuggested in Item B? 10 1

C. Understands distribution systemsfor moving or conveying grainsand feeds

1. Is familiar with theprinciples of each system

f

used in the business for i

conveying grains and feeds !

3.58

88

Table 9--Continued



N=11

Yes No

2. Is able to work with andadjust and regulate eachpart of the system

Will Items :1-2 develop the compe-tency suggested in Item C?

D. Reads and understands the manualof installation and operationinstructions

1. Maintains a file of theoperation and installationmanuals

2. Reads these manuals

3. Works wi th each of themachines

3.50

11 0


E. Understands and respects safetyfeatures and employes safetycoding through the use of colors,signs, and warning devices

1. Understands the importanceof employee safety

2. Knows the importance ofeach feature of the company

3. Employes the safety colorcodes in appropriate places

4. Has a safety campaign tostress constantly its im-portance

3.25

Table 9--Continued

Response ofMean Rating Teachers Re-

Competencies by Represen- garding Itemstatives ofIndustry

:Yes NoN

5. Displays signs and postersin appropriate places

Will Items 1-5 develop the compe-tency suggested in Item E?

F. Keeps the physical equipmentinventory records of instructionand maintains an orderly tooland material room and office

1. Maintains a file of thefollowing:a. Physical equipment

inventoryb. Operational manuals for

each machinec. Instructional manuals

for each machined. Maintenance logs for

each machine

2. Promotes neatness in tooland equipment storage

3. Promotes neatness inoffice procedures


11

3.16

77=== 7=7=7=147,

91

INSTRUCTIONAL

NEEDED BY

Appendix B

PROGRAMS TO DEVELOP

WORKERS IN THE FEED

COMPETENCIES

INDUSTRY

Tables 10-18 present:

1. Competencies identified as important for effective

job performance by workers ixe the feed industry.

2. Outlines of instructional units -- experiences,

materials, and activities -- which may be used

to develop the identified job competencies.

NOTE: In the following tables, function is indicated in the titleof each table. Competencies are indicated as major headings in theoutline as A, B, C, etc. Experiences and activities to develop thecompetencies in question are in the column at the right of each table.

Table 10

INSTRUCTIONAL EXPERIENCES AND ACTIVITIES TO DEVELOPCOMPETENCIES IN AGRICULTURAL LEADERSHIP

Competencies to be DevelopedExperiences

andActivities

A. Keeps abreast of the activities of thebusiness

1. Attends appropriate meetings ofcompany personnel

2. Is acquainted with companypersonnel

3. Reads all company reports

4. Is familiar with company projec-tion plans

5. Has periodic conferences withdepartment heads

a. Is aware of their problemsb. Is aware of relationships

among departments

B. Reads and interprets trade journals

1. Has access to trade journals

2. Reads trade journals

3. Seeks clarification of appropriatepoints not fully understood

4. Plans for testing and implement-ing sound ideas and practices

5. Keeps up to date on new machinery

C. Evaluate and disseminates other triedand tested programs, techniques, andefficiency ideas

1. Makes constant use of written andnon-written sources of information

Experience in similaractivities may be pro-vided through:

1. Role playing incommunicationunits

2. FFA committeeactivities

3. Reports given inanimal science units

Experience can be pro-vided through use of:

1. Readings

2. Reports

3. Interpretations ofmaterials from theindustry for use inanimal science, farmmanagement, and otherunits

See: CommunicationUnits A, B, and DAnimal Science Units

Table 10--Continued

93


andActivities

2. Keeps a file of new techniques,programs, and ideas

3. Utilizes these new techniques andideas when helping local dealersand farmers in developing alterna-tives to their present operations

D. Keeps abreast of developing trends, newdevelopments, and new farm technology

1. Is familiar with sources of infor-mation related to the feed indus-try and associated fields


experiment stationsf. Experiment station and

United States Departmentof Agriculture bulletins

2. Makes use of non-written sourcesof information

a. Professional meetingsb. In-service training sessionsc. Farm meetingsd. Adult classes, Vo-Ag and

Extensione. Company meethingsf. State and national

conventionsg. Special subject meetings

E. Promotes farm automation and encouragesfarmers to adapt new techniques totheir farms

1. Is familiar with methods of im-proving the efficiency in thefeed industry

Experience may be pro-vided through use ofthese materials whenstudying animal scienceunits and farm manage-ment units

Animal Science Unit A;and Farm Management,Units A and C

91+

Table 10--Continued


andActivities

a. Is able to conduct time-motion studies where needed

b. Understands methods ofhandling feeds

c. Understands methods ofhousing animals

d. Understands proper methodsof sanitation for livestockand poultry

e. Understands accepted methodsof management of livestockand poultry

2. Promotes farm automation andencourages farmers to adopt newtechniques to their farms

3. Attends conventions, exhibits, andmeetings related to the feed indus-try to secure new ideas

4. Is aware of the adoption processfollowed by farmers in acceptingnew ideas and techniques

a. Awarenessb. Interestsc. Evaluationd. Triale. Adoption or rejection

F. Works with employees in maintainingmorale

1. Maintains effective workingconditions

a. Physical conditionsb. Social conditions

2. Sets up to receive and followup an employee's suggestion

3. Is alert to rumors

Communication, Unit A;FFA Activities; and

A. Adoption of IdeasB. Sources of Infor-

mation

Employer-EmployeeRelations

95

Table 10--Continued


andActivities

4. Has a fair promotion and rewardsystem

5. Has an equitable system ofbenefits

G. Clearly instructs employees about thework expected of them

1. Becomes familiar with all jobsof the company

2. Instructs the employee as tothe why and how of the job

3. Follows up to see that employeeis growing into the expectedjob performance

H. Supervises personnel and coordinatestheir work within departments

1. Knows each employee

2. Is familiar with work of eachemployee

3. Is able to conduct supervisionopenly, fairly, and systematically

Li. Is familiar with the work of eachdepartment

5. Is able to organize the work ofeach department and of each workerin the department so that theworkers and departments complimenteach other

I. Visits local dealers and assists themin solving their management problems,as well as those involving customerrelations

Supervision of Employees

96

Table 10--Continued


andActivities

1. Keeps aware of the problems ofthe business

2. Knows how to work with people

3. Is familiar with good humanrelations practices

4. Can analyze the managementproblems

5. Can analyze the customerrelations problem

6. Is familiar with methods ofimproving customer relations

J. Prepares materials suitable for in-service training and professional up-grading of personnel

1. Is familiar with the problemsand trends of the business

2. Is acquainted with all of thejobs of the business

3. Is acquainted with problemsencountered by most employeesas they progress on the job andwith the company

4. Reviews journals, magazines, andconference reports for ideas

5. Can organize material geared to alearning situation--rather than atilling situation

6. Has the ability to write materialto be used in learning situations

See: Communication,Units A, B, C, and D

97

Table 11

UNITS OF INSTRUCTION TO DEVELOP COMPETENCIESIN THE FEED INDUSTRY: ANIMAL SCIENCE

Competencies to be Developed

A. Animal Health and Sanitation

1. Recognizes undesirable and detri-mental practices in animal healthconditions

a. Understands the relation offarm sanitation to feedefficiency and animal health

b. Understands the effect ofmanagement practices, feeding,and health on results of thefeeding enterprise

c. Is able to identify majordisease symptoms in the live-stock herd or flock

B. Animal Nutrition: Understands andinterprets MDA and USDA requirementsconcerning feed processing

1. Develops an understanding ofMDA feed laws

a. State inspection serviceb. System of dating and taggingc. Ingredients

d. Digestable proteine. Crude proteinf. Carbohydratesg. Fatsh. Additivesi. Mineralj. Concentratesk. State specifications

2. Develops an understanding of USDAspecifications

C. Has a working vocabulary of commonterms such as:

Experiencesand

Activities

A. Maintaining AnimalHealth1. Management2. Housing3. Sanitation, and

disease control4. Feeding

B. State and Federal

Regulations RegardingLivestock Feeds

! .W.,F,',""'"717,4 771:777777".,777r 77,7'ff 7.,77 1,07;^." '7,77°17`

98

Table 11--Continued


andActivities

1. Roughages

2. Pasture

3. Concentrate

4. Supplement

5. Mineral

6. Protein

7. Carbohydrate

8. Vitamin

9. Water

10. Additive

11. Ration

D. Is aware of the various types of feedsand their purposes and understands thechanging feed requirements of growinganimals reflected in types of feed

1. Fine and ccarse feeds

2. Growing and fattening feeds

3. Nursing feeds

4. Laxative feeds

5. Production feeds

6. Special nutritional feeds

E. Is able to blend feeds

1. Consistent and accurate

C. Feed Requirements ofEach Class of:1. Growing Animals2. Fattening Animals3. Breeding Stock

D. Planning ConditioningRations for Livestockand Poultry:

99

Table 11--Continued


andActivities

2. According to purpose of the feed

3. Calculate ingredients

4. Performs functions necessary togrind, roll, pellet, wafer,and crimp

F. Understands and interprets feed formu-las and procedure for mixing them

1. Develops an understanding of thetypes of feed formulas used bythe company

a. Fine and coarse feedsb. Growing and fattening feedsc. Nursing rationsd. Laxative feedse. Production feedsf. Special nutritional feeds

2. Knows the ingredients of each feedblended by the company

a. Ingredients (quantity andquality)

b. Sequence of the processc. Analysis of each feed

G. Adjusts mill machinery to meet proces-sing specifications

1. Is familiar with the specificationsof each type of feed processed orblended

2. Is able to adjust mill machineryto meet processing specifications

a. Grindingb. Mixingc. Blendingd. Rollinge. Pelletingf. Crimpingg. Packaging

1. For All Purposes2. For All Classes

and Ages of Live-stock

See: Unit C, above

.1,....ecyammtrri.35mr.,-.Karaa

100

Table 11--Continued


andActivities

H. Calculates the ingredients requiredfor each feed operation

I. Is familiar with the procedures andfactors associated with formulationof rations

J. Assists farmer in planning programsand trouble shoots thin feedingproblems

1. Is familiar with the nutritionalrequirements of all types ofgrowing animals

2. Is familiar with the variousmethods of feeding animals

3. Is able to recognize feedingproblems

K. Recommends feeds and rations to be usedin specific farm situations

1. Understands animal nutritionincluding:

a. Principles of nutritionb. Functions of feed ingredientsc. Elements found in animal

feeds

d. Growth patterns and changingnutritional requirements offarm animals

2. Is familiar with feed ingredientscommon to the area

3. Ability to adjust feed purchasesto feed supplies on the farm

a. Roughage and pasture on thefarm

b. Grains produced on the farmc. Mineral deficiencies common

to the area

E. Planning a FeedingProgram for theLivestock Enter-prises of the Com-munity

See: Unit D, above

101

Table 12

UNITS OF INSTRUCTION TO DEVELOP COMPETENCIESIN THE FEED INDUSTRY: COMMUNICATION


andActivities

A. Promotes the use of company productsby encouraging their use by farmers

1. Is familiar with the line ofcompany productsa. Knows their costsb. Recognizes their advantagesc. Understands their limita-

tions

d. Is familiar with recom-mendations of the companyand of the manufacturer

2. Is able to show customers dataregarding feeding of livestockand poultry

a. Shows and interprets researchdata

b. Uses experiment stationresearch data

3. Knows the resource persons whoare available to help solvespecial problems related to34.vestock and poultry enter-prises

B. Visits livestock producers to determinetheir understanding of relationshipbetween livestock industry and the feedindustry

1. Knows livestock producers in theterritory

2. Is acquainted with operator-management, strengths-weaknessesof producers

In addition to contentprovided in Units suchas, Animal Science UnitsA, B, C, and D; andFarm Management, Unit Ainclude:

A. Units in EnglishComposition or Communi-cation involving:

1. Writing articlesbased on research

2. Speaking to groups3. Discussion (con-

versation) withone or two persons

4. Use of resourcepersons

B. Writing Reports

102

Table 12--Continued


andActivities

3. Plans and conducts a systematicvisit to each producer in thebusiness

4. Keeps a record of each visit

5. Identifies problems of producers

6. Works with producers in solvingtheir problems

C. Attends meetings sponsored by theCooperative Extension Service and byteachers of vocational agriculture

1. Is acquainted with extension andvo-ag personnel

2. Is familiar with those farmerswho attend, knowing especiallythe customers of local dealers

3. Helps plan for and participa6esin such meetings

D. Assists in the promotion, distribution,and use of publications, bulletins,and movies of the industry

1. Maintains a file and library ofindustry resources materials

a. Publicationsb. Bulletinsc. Slidesd. Moviese. Other instructional.

materials

2. Maintains a file of items on loan

3. Maintains a file regarding datesand places where resources may beused

C. Participating inConference and Dis-cussion Groups

D. Using InstructionalAids in Speaking andDiscussion Groups

103

Table 12Continued


andActivies

a. Meetings of the CooperativeExtension Service

b. Vocational agriculturemeetings

c. High school classesd. Special meetings of

businessmen and farmerse. 4-H Club meetingsf. Meetings of farmer's organi-

zations

E. Talks at farmers' meetings on mattersof interest

1. Keeps up to date on trends anddevelopments

a. Reads journalsb. Confers with important

people in the fieldsc. Visits research farms and

experimental plots

2. Can organize materials for presen-tation

a. Review materialsb. Make appropriate outline of

materials

3. Is familiar with methods of presen-tation

a. Audio-visualb. Lecture

14. Is familiar with someof deliverya. Eye contactb. Enunciationc. Pronunciationd. Posture

See: Unit A, above

techniques See: Unit A, above

F. Assists local dealers in promotionalcampaigns and feed and grain clinicsfor livestock farmers

See: Units A and D,above

104

Table 12--Continued


andActivities

1. Is acquainted with the livestockfeeders of the area

2. Is familiar with the livestockfeeders of the area

3. Can design a teaching program touse in feed and grain clinics

4. Can organize a feed and grainclinic

G. Encourages education concerning theeconomics of the grain productionenterprises and government subsidiesand storage

1. Works with personnel in educationa. Youth workers (4-H, FFA,

Scouts, others)b. Organized adult groups

2. Is famiJiar with the educationalagencies of the community

3. Is familiar with the economics ofgrain production

a. Costsb. Area productsc. Disposition

4. Is familiar with the governmentsubsidies and storage

a. Is familiar with the laws,specifications, and re-quirements of governmentsubsidies and storage andkeeps abreast of the changes

b. Keeps a file on the laws,specifications and storageregulations

See: Animal Science,Unit B; Farm Manage-ment, Units D and E;and Communication,Units B and C

See: Farm Manage-ment, Unit D

See: Animal Science,Unit B; and CropScience, Unit A

Table 12--Continued

105


andActivities

H. Recommends names of agricultural firmsand businesses having personnel avail-able for consultation with customerswho have problems

1. Keeps an up to date file of avail-able resource persons

a. :Tameb. Special areac. Phoned. Address

2. Is familiar with appropriate poli-cies and procedures for usingresource persons

a. Contact private firmsb. Extension proceduresc. Policy of firms regarding

assignment of personnel

I. Prepare records of problems observed inthe area and suggest procedures forsolving them

1. Have a form for recording appro-priate data as visits are made

a. Activityb. Conditions encounteredc. Scope of the problemd. Practices and recommendationse. Plans for a follow-up

2. Uses library for research materialfrom which to make recommendations

a. Extension and experimentstation publications

b. Specialty newslettersc. Special references for aread. State and USDA publicationse. Farm magazinesf. Trade and professional

journals

E. Identifying and Re-cording Lists ofResource Persons

F. Planning with Re-source Persons fortheir Participationin Meetings

See: Unit B, above

106

Table 12--Continued


andActivities

J. Prepares reports of activities, includ- See: Unit B, aboveing purposes of each activity, pro-cedures used, and evaluation of results

1. Ability to plan and submit planof activities

a. Dates and purposes ofactivities

b. Methods of performingactivities

c. Involvement of appropriatepersonnel

2. Ability to prepare and submitreports of each activitya. Recommendationsb. Purposesc. Persons involvedd. Accomplishmentse. Follow-up and other

commitmentsf. Expense accounts

3. Ability to prepare and submitperiodic reports, including re-ports of activities and evalua-tion reports

K. Develop reputable rapport with dealersthrough accurate representation ofproducts

1. Knows the products of the business

2. Knows and follows good techniquesin company-dealer relationships

3. Is objective in representation ofproducts

4. Keeps in constand touch with thelocal dealer and understands hisproblems

See: Communication,Units A, B, and C

107

Table 13

UNITS OF INSTRUCTION TO DEVELOP COMPETENCIESIN THE FEED INDUSTRY: CROP SCIENCE


andActivities

A. Records letters received, location ofits storage, quality and condition,and keeps a running inventory; deter-mines the acceptability of storageconditions; determines when feed is"safe" to store or feed; and receivesand stores feed and grain ingredients

1. Receives ingredientsa. Checks for quality and

conformity to the require-ments

1) Undcirable and foreignmaterials

2) ':eight

3) if rdsture

I) Minerals5) Uniformity6) Color7) Damage

b. Determines storability

2. Stores ingredients and feeda. Stores only with like quality

and productb. Checks storage bins for

safety, capacity, freedomfrom rodents and other pos-sible contamination

c. Is aware of the properstorage conditions forthe ingredients and theproduct

d. Is aware of appearance andconditions of "badly spoiled"products and ingredients

e. Stores in a location con-venient for the blending(manufacturing) and shippingprocesses

A. Grain storage andgrain testing for:1. Moisture2. Foreign materials3. Other character-

istics

108

Table 13--Continued

,..


Experiencesand

Activities

1) Distance from point ofuse

2) Methods of receivingand shipping

3) Method of transportationto the blending process

4) Sequence5) Amount used

f. Knows storage characteristicsof ingredients and products

g. Follows a systematic processof inspecting storage binsfor:

1) Capacity2) Safety3) Condition of stored

ingredients or products4) Moisture5) Rodents6) Age of stored ingredi-

ents or products7) Stored grain tests

3. Follows systematic plan for caringfor stored feed

a. Inspectsb. Moves (turns feed and ingre-

dients)c Provides ventilation and

aeration where needed

4. Follows a systematic plan forusing feeds

a. Maintains adequate recordsb. Uses older ingredients and

products first

B. Makes field and bin inspections on farms

1. Knows the state specifications andrequirements

2. Sets up a systematic program forinspection of fields and bins

B. Grading Grain

.1.09

Table 13--Continued


3. Keeps a file on the statisticsof the fields and binsa. Locationb. Typec. Size or qualityd. Previous history of problems

at this locatione. Record of each visit, prob-

lems encountered and accom-plishments

C. Buys grain from several sources withthe intent of mixing to meet gradespecifications

1. Is familiar with specificationsof Products blended, manufactured,and sold

a. Percent ingredients inproduct

b. Quality of raw materials used

2. Can determine ration mixing andblending of the raw materials toget desired specifications infinished producta. Quality of raw materialsb. Quantity of raw material::.c. Quality of productd. Quantity of finished product

Experiencesand

Activities

See: Unit B, above;and Animal Science,Unit D

110

Table 14

UNITS OF INSTRUCTION TO DEVELOP COMPETENCIESIN THE FEED INDUSTRY: DISTRIBUTION


andActivities

A. Assists local dealers in promoting useof specific feeds by local producers

1. Is familiar with the types ofanimals and feeds normally usedin the local area

2. Is familiar with the feedingproblems normally encounteredby the local dealer

3. Is familiar with all the feedsof the business

14. Acquaints the local dealer withall new feeds of the business

5. Encourages the local dealers toacquaint their customers with theuse of specific feeds forspecific jobs

B. Determines purchase price based onmarket reports, grade and transporta-tion differential

1. Develops an understanding of themarket reports

a. How many reports and thegroups from which they came

b. How often issuedc. Types of reports issuedd. Has an understanding of the

formate. Has an understanding of the

terms used

2. Develops an understanding of thefactors involved and adjusting themarket report to business use

See: Animal Science,Units C and E; andFarm. Management, Unit A

See: Farm Management,Units D and E; and CropScience, Unit A

111



andActivities

a. Grade or quality of materialused in the company

b. Knows the weekly, seasonal,

changing requirements of thecompany

c. Is familiar with the qualityof each material used by thecompany

d. Is familiar with the normalsales

e. Anticipates specialthe company

needs of

3. Develops a working knowledge ofthe sources of products

a. Is familiar with the salesmenwho call on the company re-presentatives

b. Is familiar with the othercompanies

c. Is familiar with alternativesources of feed supplies

4. Develops an understanding of howto determine the purchase price

a. Quantity neededb. Expected sales price of the

productc. Possible substitutes of

equal qualityd. Possible bulk, company, or

other discountse. Shipping and freight costsf. Market outlook

C. Purchases ingredients for mixed feedsfrom suppliers

1. Has a working knowledge of whothe suppliers are

2. Can determine the purchase price

See: Farm Management,Units D and E; and CropScience, Units A and B

112

Table L4--Continued


andActivities

3. Knows the company requirements interms of quality, quantity, andpcssible substitutes

4. Can interpret the records and formsused for ordering

D. Records volume purchased, condition,grade, price, source, transportation,freight, and insurance; and arrangesfor receipt of grain and feedstuffs,including storage facilities, record-ing quantity of materials, condition,cost, and how handled

1. Keeps accurate record of purchasea. Amount purchasedb. Qualityc. Sourced. Coste. Transportation methodf. Freight costsg. Insurance

2. Arranges and makes provision forappropriate receipt of items

a. Amount receivedb. Qualityc. Costd. Sourcee. Method off. Condition

receivingupon receipt

3. Keeps accurate record of the dis-tribution of grain and feedstuffsand of the products

E. Buys specific kinds, quality and gradesof grain; bargains with seller to buyat best possible price

1. Is familiar with the sources ofgrain, fecdstuffs, and products

A. Record Keeping

See: Crop Science,Units A and B; AnimalScience, Units B, C, D,and E; and Farm Manage-ment, Units D and E

PrwITI777.719179r9M7,-767-iiMPWWW1,t-Y, . .

113

Table 14Continued


andActivities

2. Is familiar with the type, qualityof grain to be purchased

3. Is familiar with the normalclassification of grain

a. Typeo. Grade

4. Can determine and compare pricesof possible purchases of grainfrom different sourcena. Comparison of cost per unitb. Discountsc. Transportation and insurance

costs

F. Arranges for deliveries and modes oftransportation

1. Is familiar with costs of deliv-eries

a. Methodb. Distance

2. Is familiar with the methods usedby the company for deliveries

.1. Company truckb. Rail expressc. Maild. Air freicjit

e. Motor freight

3. Can fill out the appropriatedelivery forms

a. Name, address, phone, destina-tion

b. To whom to billc. Quantity to shipd. Method of shipmente. 'Quality -type

f. Special delivery instructionsg. Size of unit

See: Trade and Industry,Units J and

Table 14Continued


andActivities

4. Is familiar Tivith the companydelivery schedule

G. Determine prices to offer for grainand feedstuffs based on knowledge ofoutlook and future trends

I. Knows the factors on which theoffering price is based

a. Use to be made of grainand feedstuffs

b. Qualityc. Possible quantity discountd. olho pays shipping costse. Supply conditionsf. Number of sources from which

the grain or feedstuffs areavailable

g. Changing market conditions--outlook

2. Can determine the price consider-ing the above factors

H. Studies market prices by watching grainfutures

1. Understands "grain futures"

2. Keeps a record of market changes

3. Studies these for trends

I. Makes effective use of telephone andtelegraph to complete transactions

1. Has good telephone manner

2. Keeps a file of appropriatetelephone numbers

3. Keeps a complete and accuraterecord of telephone and telegraphcommitments

See: Farm Management,Units B, D, and E; andCrop Science, Unit B

See: Farm Management,Units D and E

B. Using Telephone andTelegraph

115

Table l4-- Continued


andActivities

J. Recommends procedures for reducingcosts and increasing efficiency

1. Is familiar with the transporta-tion methods used by the business

2. Keeps efficient records of thecost of transportation used bythe business

3. Examines the records for out-of-line costs

4. Compares the needs with othersimilar businesses

5. 1,eads and gathers informationabout the transportation methods

6. Recommends changes when advisable

K. Determines efficiency of handling sacks,bags, boxes of feed or loose grain

1. Keeps a record of sales andincludes quantity of each itemsold, noting size and type ofcontainers

2. Examines the records for cost ofhandling, time and labor involved

3. Adjusts transportation system andemployees to obtain efficiency

L. Keeps mileage record and log ofdeliveries

1. Maintains a dispatch record foreach vehicle

4

See: Trade andIndustry, Units J andK, above

See: Tr tde and

Industry, Units J andK, above

See: Trade andIndustry, Units, L andM, above

116

Table 15

UNITS OF INSTRUCTION TO DEVELOP COMPETENCIESIN THE FEED INDUSTRY: FARM MANAGEMENT,

CREDIT, AND AGRICULTURAL ECONOMICS


Experiencesand

Activities

A. Assists farmers in planning programsand trouble shoots feed problems

1. Is familiar with the system ofhandling feed on the farms

2. Is able to systematically analyzethe feeding situation to deter-mine its efficiency in relationto management factors

3. Is familiar with managementpractices in the feed industry

B. Sells direct to farmers on the farm

1. Visits the producers of thebusiness area on a systematicfollow-up basis to work withthem on feeding programs andspecial problems related totheir area

2. Is familiar with needs and prob-lems of the producers in thebusiness territory

3. Reports results obtained tomanager of the business

C. Assists producers with individual prob-lems by reviewing the specific situa-

ti on

1. Encourages producers to keepappropriate records

2. Encourages producers to analyzefarm business

A. Livestock ManagementPractices

B. Management Principlesfor Non-Farm Agri-cultural Business

C. Analyzing the FarmBusiness

117

Table 15--Continued


andActivities

3. Reviews the farm business recordwith the producer to help discoverand solve problems

D. Prepares budget analysis to show bene-fits of using certain feeds in specificfarm situations

1. Is able to recognize alternatives

2. Is able to accurately prepare theanalysis, recognizing importantfactors

E. Prepares farm plans for producers

1. Has ability to make a farmbusiness analysis, including thefollowing:

a. Enterprise analysisb. Animal unitsc. Crop unitsd. Labor incomee. P.M.W.U.f. Labor needsg. Machinery requirements

2. Has ability tc prepare a farminventory

3. Maintains a file of up to dateplans and procedures

F. Sells direct to customers in an infor-mative manner

1. Is familiar with the products hesells

2. Is familiar with problems custom-ers may have with the productand is able to help avoid theseproblems

D. Farm Prices

E. Budgeting Alterna-tives

F. Planning the FarmBusiness

See: Animal Science,Units B, C, D, and E

t4

118

Table 15--Continued


andActivities

G. Works with local dealers on problemsof credit for farmers

1. Is familiar with sources of creditavailable to farmersa. Local banksb. Local dealersc. P.C.A.d. F.H.A.e. Other

2. Can make up and analyze a networth statement

3. Understands and is able toevaluate the limiting factorsassociated with the extension ofcredit

a. Ability to payb. Management abilityc. Personal traitsd. Family characteristicse. Personal character

1.. Works with local dealers to helpthem with their credit ratingwith the company

a. Is familiar with factorsassociated with the extensionof credit to dealers1) Assets2) Liabilities3) Character rating of the

operatorb. Analyzes credit risk of

dealers

H. Exhibits alertness and sensitivity tosituations in which a service can berendered

1. Helps farmers consider allalternatives

G. Securing and UsingCredit

See: Units C, D, and E,above. Also include ex-perience in conference

. techniques as part ofF.F.A. program

Table 15--Continued


2. Helps farmers select best alterna-tives

3. Helps local dealers with tech-niques of assisting their cus-tomers and reaching desirabledecisions

I. Assists producers in solving feedingand related problems

1. Is familiar with the feedingproblems of the customer andof others in the area

2. Knows the feeding problems gener-ally associated with local live-stoc and pc,ultry enterprises

3. Understands the relationship ofsound management practices to theresults secured from feedsa. Efficiencyb. Housingc. Sanitationd. Health of animals

4. Is able to identify disease andparasite symptoms

a. Internal parasitesb. External parasitesc. Virusesd. Skin disorderse. Infectionsf. Others

Experiencesand

Activities

See: Animal Science,Unit A

119

120

Table 16

UNITS OF INSTRUCTION TO DEVELOP COMPETENCIESIN THE FEED INDUSTRY: OFFICE PRACTICES


andActivities

A. Develops an alterness to new opportuni-ties for the business

1. Keeps in personal touch with theresearch being conducted in thearea of feeds and feeding

2. Knows the activities of similarbusinesses

B. Develops and improves upon the materi-als accounting system when the oppor-tunity to increase efficiency becomesapparent

1. Maintains records of:a. Labor efficienciesb. Cost per unitc. Plan efficiencyd. Cost of each departmente. Cost of each process

2. Compares these with other com-panies of like op3ration

3. Considers all alternatives

4. Is aware of other types of materi-als and accounting systems

C. Understands techniques of processingfeed through data processing andprepares computer programs for pro-cessing

1. Becomes familiar with data pro-cessing procedures

a. Magnetic tapesb. Punches cardsc. Programmingd. Coding

A. Cost AccountingProcedures

B. Data ProcessingProcedures

121

Table 16--Continued


andActivities

2. Is familiar with the machinesinvolved

a. Key punchb. Verifierc. Duplicatorsd. Accountere. Sorterf. Various types of computers

D. Sells direct to producer and farmerson the farm

1. Becomes acquainted with the pro-ducers in the business area andwith their needs and problems

2. Encourages producers to placeorders for feed and other products

E. Sells directly to customers across thecounter in an informative manner, with-out misrepresentation

1. Is neat in personal appearance

2. Knows and follows the techniquesof good customer sales relation-ship

3. Answers inquiries as objectivelyas possible

4. Knows and folicvs good salesman-ship practices

F. Solicits local dealers to sell companyproducts

1. Acquaints the local dealer withall of the products sold by thecompany

See: Farm Management,Units A, C, and E

. Salesmanship

See: Unit C, above

122

Table 16--Continued


andActivities

2. Encourages the local dealer tostock with items that are likelyto sell

3. Develops techniques with the localdealer for promoting new products

G. Assists local dealers and promotionalcampaigns and feed and grain clinicsfor livestock feeders

1. Is familiar with the company pro-ducts

2. Is familiar with nromotionaltechniques

3. Performs an inventory to determineitems that spend too much time onthe shelf

4. Can design a promotional campaignfor new products

H. Helps farmers arrange credit andaccepts responsibility for the collec-tion of "Accounts Receivable"

1. Establishes a procedure for col-lecting "Accounts Receivable" inline with company credit policy

I. Promotes the use of company productsby encouraging their use by farmers

1. Is familiar with accepted prac-tices in regard to new customers

2. Is familiar with the location ofcustomers

3. Is alert for new customers

4. Is alert to new products

See: Communication,Units, A, B, and C

See: Farm Management,Unit G

See: Farm Management,Units A, C, and E

123



andActivities

J. Works with local dealers in the promo-tion and sales of the feeds in hisazzanization

1. Knows the products of the company

2. Is familiar with proper feedhandling methods to be employedby a successful local dealer

3. Is familiar with the feeds neededin the local area

4. Knows and is able to use accept-able promotional methods

a. Visits to the farm or localdealers

b. Exhibitsc. Displaysd. Handoutse. Advertisingf. Billboardsg. Demonstrationsh. Field trips

5. Knows and practices acceptablesales techniques

K. Keeps local dealers informed regardingproblems most frequently encounteredon farms

1. Is alert to identifying problemsas he visits the farm

2. Has ability to prepare and submitappropriate reportsa. Recommendations to the

customerb. Report of other areas which

were not discussed with thecustomer

See: Communication,Units B, C, D, and E;and Unit C, above

124

Table 16--Continued


andActivities

3. Performs periodic evaluations on See: Farm Management,the types of problems encountered Units A, C, and F

L. Provides records and data required byhis supervisor in an acceptable form;and provides information to his super-visor about the organization, itsproducts, and services

1. Sets up a filing systema. Follows an established formb. File all reports, letters,

documents, specifications,and orders

2. Familiarizes himself with thefiling system used

3. Keeps up to date on the organiza-tion patterns and possible changes

4. Is familiar with all the productsand services of the company

5. Is familiar with the businessforms of the company

6. Periodically and systematicallyreviews the company's progress

7. Evaluates the progress in termsof prior expectations

8. Investigates new areas for ser-vices and products

9. Provides reports

10. Has periodic conferences withhis supervisor

D. Record Keeping andFiling Systems

M. Makes periodic summarizations of the E. Preparing a Periodicbusiness for purposes of analysis Summary of the Business

Table 16--Continued

125


andActivities

1. Is familiar with the businessforms, procedures, and the poli-cies of the company

2. Makes a periodic systematicsummary of the business

3. Analyzes the business for trends,weaknesses, and strengths

N. Performs administrative duties in linewith established and accepted organiza-tional patterns; and determines policyconcerning wages, hours, and benefits

1. Develops a fair and equitablepolicy for wages

a. Beginningb. Advancesc. Overtime

0. Evaluates and commends worker per-formance

1. Follows a systematic plan forevaluation of work performance

a. Fairb. Frequencyc. In all work situations of

the employeed. Confers with workers

frequently

P. Establishes and uses approved systemsof cost accounting

1. Is familiar with the systems ofcost accounting

2. Can evaluate the systems andselect the ones best suited tothe business

See: AgriculturalLeadership, Unit C

See: AgriculturalLeadership, Unit C

See: Unit A, above;Distribution, Unit A;Communication, Unit B;and Trade Industry,Units C and G

126

Table 16--Continued


Experiencesand

Activities

3. Can keep the required records,reports and data of the costaccounting system

Q. Recommends changes in procedure whichwill increase organizational efficiency

1. Makes organizational charts

2. Projects organizational chartsin light of trends and forecasts

3. Studies organizational setup forefficiency

4. Suggests changes that would improveservice for efficiency

E. Delegate authority to employee to theextent he can satisfactorily pursuework expected of him; and delegatesauthority to workers in best interest

of total operation

1. Know work load and job descriptionof each employee in his regularjob

2. Delegates the responsibility andauthority necessary for the job

3. Do not delegate more responsibilityand authority than is needed to do

the job

S. Keeps employees informed concerninggeneral policies related to operation

1. Has an established general policyfor the business

2. Permits the policy to be known toemployees

F. Efficiency Factors

See: AgriculturalLeadership, Units Cand D


127

Table 16--Continued


andActivities

3. Discusses any policy misunder-standing with employees

4. Makes known any changes in generalpolicy

T. Helps to maintain complete and accuraterecord files

1. Becomes familiar with all companyrecords

2. Be-:omes familiar with the filingsystem of the company

3. Insures that a file copy of eachtransaction is completed

4. Insures that a copy of each trans-action is filed

U. Maintains line of communication withinthe company organization

1. Insures that employees have con-tacts with their supervisors

V. Works with employees on the promotionof sales

1. Is familiar with each of theproducts

2. Is familiar with the sales out-lets--customers of the business

3. Is familiar with promotionaltechniques

a. Displaysb. Advertisementsc. Samplesd. Salesmen

See: Unit A, above;Distribution, Unit A;Communication, Unit B;and Trade Industry,Units C and G

See: AgriculturalLeadership, Unit D

128

Table 16--Continued


andActivities

4. Keeps records of sales for eachemployee

5. Diagnosis sales problems ofemployees

6. Sets up sales personnel trainingprogram for the business

7. Sets up sales program for a specialservice product of the business

W. Cooperates with the employee to increasejob efficiency

1. Is familiar with the job descrip-tion of the employee

2. Can perform an efficiency of thejob

3. Asks employee for suggestions andimprovements in terms of efficiencyof the business

4. Works with employees to implementdesired changes

X. Hears and processes grievances ofworkers

1. Insures that all workers havean opportunity to be heard

2. Sees to it that all grievancesare acted upon

3. Reports all grievances to appro-priate persons

4. Insures that persons reportinggrievances be informed as to theaction to be taken

See: CommunicationUnits

See: Unit F, above


129

Table 16--Continued


andActivities

Y. Applies modern principles and conceptsof accounting

1. Is familiar with the accountingsystems of the business

2. Studies newer concepts andmethods of accounting

3. Suggests appropriate concepts ofaccounting for implementationinto the business

Z. Interviews and hires new personnel,oriants new workers, and makes themfeel a part of the organization

1. Keeps track of personnel needsof the business

2. Is familiar with the requirements

that prospective employees needfor the job in the business

3. Is familiar with the sources ofnew personnel

4. Conducts an interview with pros-pective personnel

5. Evaluates the prospective personnelin light of job requirements

See: Units A, B, andD, above


130

Table 17

UNITS OF INSTRUCTION TO DEVELOP COMPETENCIES

IN THE FEED INDUSTRY: RESEARCH AND SCIENCE


Experiencesand

Activities

A. Develops an alertness to new opportuni-

ties for the business, and keeps in

touch with research being conducted in-

the area of feeds and feeding

1. Keeps and uses an up to date

librarya. Professional journals

b. Farm magazinesc. Special newsletters

d. Trade journalse. Research reports of experi-

ment stationsf. Experiment station bulletins

and USDA bulletins

2. Systematically checks with the

non-written sources of information

a. Professional meetings

b. In-service training sessions

c. Farm meetings

d. Adult classese. Company meetings

f. Special subject matter

meetings

3. Secures information from customers

about:a. Services now being rendered

b. Additional services desired

4. Sets and follows a systematic plan

for visiting the following:

a. State research farms

b. State research sub-stations

c. Field days, commercial and

educationald. Commercial companies

See: Communication,Units A, B, C, and D

A. Research Techniques

B. Evaluating Sourcesof Information andQuality of Research

Data

C. Applying Appropri-ate Research Find-ings to New Situa-tions

131

Table 17-- Continued


andActivities

B. Establishes the physical setup forresearch and plans daily and periodicroutines of work

1. Establishes the objectives ofresearch for the business

2. Plans and determines the physicaland personal needs to carry outthe research

3. Plans each experiment in line withthe objective

4. Is familiar with the methods ofconducting feed industry research

5. Secures the needed supplies andpersonnel

6. Schedules the work for theemployees in line with theirabilities

C. Rejects the use of spoiled or damagedfeed in mixing rations for researchpurposes

1. Establishes criteria for evalua-ting all incoming feeds to beused in research

2. Insures that all feed is carefullyinspected before being consideredfor use in research

3. Rejects all feeds that do notmeet the criteria

D. Formulates the rations, including useof micro feeds and antibiotics

1. Understands animal nutrition,including:

See: Unit A, above

D. Research Objectives

See: Crop Science,Units A and B

See: Animal Science,Units A, B, C, D, and E

132

Table 17--Continued


andActivities

a. Principles of nutritionb. Functions of feed ingredientsc. Elements found in animal feedsd. Growth patterns and changing

nutritional requirements offarm animals

2. Understands common feed termsa. Concentratesb. Supplementsc. Proteind. Carbohydratese. Vitaminsf. Additivesg. Nutrientsh. Nicro feeds

3. Can formulate ration: for variousanimals

4. Insures that the fc racionsmeet the criteria fo they

are formulated

5. Insures that the mixing andgrinding machines are notcontaminated

6. Insures that the micro feeds aremixed throughly and pre-riYed

7. Provides a system of transporta-tion of the ingredients to permitnon-contamination

8. Insures that accurate weights andmeasures are obtained

9. Insures that pre-mixed and majoringredients are thoroughly com-pounded

10. Has sample of feed analyzed to com-pare against control charts

See also, units inchemistry dealing withanalysis and weigning

See: Trade andIndustry, Units C, D,and E

133

Table 17--Continued


andActivities

11. Develops an identification codefor all research rations to peril2tidentification, purpose, date,mixed, and the like

E. Coordinates and cooperates in thedevelopment of new feed products

F. Specifies what data should be recordedand plans a procedure for recording it

1. Identif:,es the data needed tocomplete the objectives

2. Plans for collecting the dataa. Typeb. -Then and how oftenc. Done by whom

3. Trains employees in collecting thedataa. Accuracy according to direc-

tions

b. Proper completion of the forms

G. Recommends and determines need forresearch

1. Keeps abreast of the problems ofthe industry and of the business

2. Keeps abreast of the trends ofthe industry and of the business

3. Spots areas needing researchthrough constant analysis of thebusiness records and an awarenessof the trends and problems

4. Is familiar with the methods ofresearch that may be employed bythe company

See: Unit A, above

See: Ofice Practices,Unit D

See: Unit B, above

134

Table 17--Continued


andActivities

5. Is able to plan and insitituteresearch projects

6. Is familiar with the proceduresand business policies of theresearch program

7. Plans and determines the physical,personnel, and financial nee,ls tocarry out the research

H. Performs many basic skills as testingfor moisture, TDN, ash, and thenutrients

1. Is familiar with the basic skills,such as testing for moisture, TDN,as, and the nutrients that areused in the business

2. Is familiar with alternativemethods of performing the basicskills

3. Has the ability to perform thebasic skills in the manner usedin the business

See: Unit A, above;and Chemistry Unitson Analysis

135

Table 18

UNITS OF INSTRUCTION TO DEVELOP COMPETENCIESIN THE FEED INDUSTRY: TRADE AND INDUSTRY


andActivities

A. Plans and schedules processingoperations

1. Understands and interprets needsand informs the sales department

2. Knows output capacities of thevarious machines and of the plant

3. Knows the production requirementsof each item

4. Is familiar with each productionprocess so that:

a. Efficient use of machines isplanned

b. Repetition of operations isreduced

c. Unnecessary mill adjustmentsare reduced

d. Alterations in the processesare reduced

e. Continuous operation ispossible

B. Keeps storage equipment in properrepair

1. Is familiar with the storageequipment

2. Maintains files of:a. Operational manualsb. Maintenance manuals

3. Follows the recommended mainten-ance procedures

4. Keeps a record of:

A. Planning andScheduling WorkProcesses

B. Using Manuals forBecoming:1. Acquainted with

Machines andEquipment

2. Maintenance ofMachines andEquipment

3. Repair of Machinesand Equipment

136

Table 18-- Continued


andActivities

a. Normal mishaps or breakdownsb. Maintenance and repairs per-

formed, date and nature ofthe work performed

c. Equipment history

C. Records and reports daily consumptionof feed ingredients, amounts of feedprocessed, kinds of packaging, anddisposal or storage

1. Maintains daily record of:a. Inputs of feed ingredientsb. Output of processed feedc. Disposition of feed

D. Performs mill operations, such as

grinding, mixing, and packaging

1. Knows the mill operations per-formeda. Grindingb. Mixingc. Blendingd. Rollinge. Pelletingf. Crimpingg. Packaging

2. Has ability to perform each opera-ti on

a. Is familiar with each opera-tion as a process

b. Is familiar with the equip-ment of each operation

c. Has experience in eachoperation

E. Keeps processing and mixing equipmentin proper repair

1. Is familiar with the processingand mixing equipment

C. Record keeping on:1. Production2. Machine Operation3. Machine Main-

tenance andRepair

D. Machine Operationin the Feed Mill

E. Machinery Maintenanceand Repair

137

Table 18--Continued


andActivities

2. Maintains files of operationaland maintenance manuals

3. Follows recommended maintenanceprocedures

4. Keeps a record of:a. Normal mishaps and 'Jreakdownsb. Maintenance and repairs per-

formed, date, and otherpertinent equipment history

F. Sacks, packages, and labels accordingto specifications

1. Knows the packaging and labelingspecifications

a. Type of tag or labelrequired

b. Drte, code, and otherneeded information

2. Has ability to perform operationsof:

a. Sackingb. Packagingc. Labeling

G. Packaging and labeling specificationsand standards; and recommends machinechanges and requisitions parts andmaterials

1. Keeps records of new machinerya. Trade journalsb. Visits

2. Recommends changes when neededa. Outdated by newer machines

and processesb. Inefficientc. Cost of operation out of lined. Breakdown repairs too costly

F. Efficiency inRelation to Machines

,777,.." e ,

138

Table 18--Continued


andActivities

3. Maintains files of:a. Cost of machinery repairb. Parts manualc. Sources of parts and machineryd. Forms for the requisition of

parts

H. Plans efficient system for keepingrecords on the use and maintenance ofvehicles; and manages maintenance oftrucks and other equipment concernedwith distribution

1. Sets up and follows a systematicmaintenance schedule for allvehicles and equipment

2. Keeps on file the maintenancemanuals for the vehicles andequipment

3. Keeps a maintenance history ofall vehicles and equipment

4. Maintains a daily and annual dis-patch record for each vehicle

5. Maintains operational records forall equipment

I. Drives vehicles with full understandingof their operations, maintenance andof safe-driving procedures; and pro-motes campaigns for safe-driving anduse of equipment

1. Is acquainted with the operatorsand maintenance manuals of allvehicles and equipment

2. Is familiar with the drivingcharacteristics of each vehicle

G. Record Keeping forVehicle Maintenanceand Repair

H. Driver Training

Table 18--Continued

139


3. Insures that each driver has avalid operator's license

4. Is familiar with the operationalprocedures for all equipment

5. Attends safety meetings for allnew company drivers where thedriving policies of the businessare explained

6. Keeps constant safety checks onall drivers and equipment opera-tors

7. Promotes safety through posters,signs, and a system of awards

Experiencesand

Activities

J. Knows limitation of stacking sacks and I. Efficient Handlingother forms of packages of Packages

1. Is familiar with each form ofpackaging used in the businessand its handling limitations

2. Conducts trial handling systemswith the employees on deliverytrucks and in the warehouse

3. Establishes a handling system forall products used in the business

K. Determines transportation costs onfleet of vehicles and on each individualunit

1. Maintains daily dispatch recordfor each vehicle

2. Maintains transportation recordfor the business

J. Record Keeping ofTransportation Costs

140

Table 18--Continued


andActivities

3. Calculates the cost of operatingthe fleet and of operatingindividual vehicles

L. Plans and routes most economical trans-portation; and routes delivery andservice trucks to retail stores, farms,and dealers

1. Keeps a record of sales thatincli.des quantity of each itemsold, noting size and type ofcontainer

2. Examines records to determine thetransportation needs of thebusiness

3. Is familiar with the serviceareas (territory) of thebusiness

4. Plans a vehicle dispatch systemto provide for economical deliv-eries and customer convenience

M. Understands function of each operatingmachine

1. Reads the operational manual foreach machine

2. Reads the maintenance manual ofeach machine

3. Is able to operate each machineaccording to directions in themanual

N. Understands relationship betweenmachines and the total opr.ration

1. Relates the function of eachmachine to the total functionsof the business

K. Delivery Procedures

See: Unit D, above

See: Unit G, above

Table 18--Continued


andActivities

0. Understands distribution systems for See: Units A, D, andmoving or conveying grains and feeds G, above

1. Is familiar with the principlesof each system used in thebusiness for conveying grainsand feeds

2. Is able to work with and adjustand regulate each part of thesystem

P. Reads and understands the manual of I See: Unit B, aboveinstallation and operation instructions

1. Maintains a file of the operationand installation manuals

2. Reads these manuals

3. Works with each of the machines

Q. Understands and respects safety fea-tures and employs safety coding throughuse of colors, signs, and warningdevices

1. Understands the importance ofemployee safety

2. Knows the importance of eachsafety feature of the company

3. Employs the safety color codesin appropriate places

4. Has a safety campaign to constant-ly stress its importance

5. Displays signs and posters inappropriate places

L. Safety in the Plant

142

Table 18--Continued


R. Keeps a physical equipment inventory,records of instruction, and maintainsan orderly tool and material room andoffice

1. Maintains a file of the following:a. Physical equipment inventoryb. Operational manuals for

each machinec. Instructional manuals for

each machined. Maintenance logs for each

machine

2. Promotes neatness in tool andequipment storage

3. Promotes neatness in officeprocedures

Experiencesand

Activities

See: Units B and E,above

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