ERIC EJ871225: Employers' Perceptions of Recent Agricultural Communications Graduates' Workplace Habits and Communication Skills

2009·0.5 MB·English

by  ERIC

EMPLOYERS’ PERCEPTIONS OF RECENT AGRICULTURAL COMMUNICATIONS
GRADUATES’ WORKPLACE HABITS AND COMMUNICATION SKILLS

Erica Goss Irlbeck, Assistant Professor
Cindy Akers, Associate Professor
Texas Tech University

Abstract

Agricultural communications programs should frequently review their curriculum to ensure
students receive the highest quality of education possible (Akers, 2000). This research is a
nationwide look at recent agricultural communications graduates’ employers and/or co-workers.
The purpose of this study was to determine which workplace habits and communication skills are
satisfactory and which need improvements in the opinion of co-workers or employers. Members
of several professional agricultural communications organizations were surveyed (N = 88) in
the summer of 2008 with a 34.1% response rate. The study found that employers and co-workers
of recent agricultural communications graduates, on average, rated trustworthiness, easy to
work with, and reliability as the top workplace habits, while creativity, common sense, and
organization need improvement. Photo editing, page layout, and public relations skills received
the highest mean communications skills scores, while sales, Web design, and news editing were
the communications skills that could use some work.

Introduction importance for agricultural communications
professionals. These four themes present a
The impetus for this study originated great challenge for graduating students, and
from a breakout session at the 2008 national they need to be equipped with the
meeting of the American Association for knowledge, skills, and attitudes to
Agricultural Education. The session was effectively communicate agriculture‘s
discussion-based and included agricultural message to stakeholders and the general
communications professors and graduate public.
students, as well as representatives from However, the Doerfert and Miller (2006)
other universities that could potentially research did not specifically look at skills
launch an agricultural communications and workplace attitudes of recent
program. One of the topics was a general agricultural communications graduates.
wondering if these educators of tomorrow‘s This research sought the opinions of
agricultural communications professionals agricultural communications practitioners to
were adequately preparing students for the determine if graduating students are
demands of the industry. equipped with all the skills and work habits
In 2006, Doerfert and Miller studied the industry needs. This fits into the
agricultural communications professionals National Research Agenda for Agricultural
to determine what emerging themes will be Education and Communication: Agricultural
important for the industry‘s future Communications Research Priority Area
employees. Four themes emerged in the Four, which is to develop effective
agricultural communications industry: (1) agricultural workforces for a knowledge-
Communication needs, wants, and based society (American Association for
expectations change rapidly; (2) Agricultural Agricultural Education, 2007).
producers change and have differing Doerfert and Miller (2006) claim that it
communications wants, needs, and is ―th eresponsibility of higher education and
preferences; (3) The response time for agricultural communications programs to
communication is shortening; and (4) The observe and keep pace with the ever-
image of agriculture is of growing changing workplace to ensure that they can
Journal of Agricultural Education 63 Volume 50, Number 4, 2009
Irlbeck & Akers Employers’ Perceptions of Recent…
provide the preparation and skills that perform very well on a team as long as there
produce high-quality graduates‖ (p. 21). In is a clear set of goals.
addition, Akers (2000) stated that Yet Corner and Cole (2008a) found a
agricultural communications programs serious problem with the writing abilities of
should frequently review their programs and recent graduates/Millennials. Corner and
graduates to ensure existing curriculum Cole researched employers of recent public
effectively prepare students for the relations graduates and found a general
communications industry. disappointment with the Millennials‘
inability to handle simple tasks such as
Review of Literature memos, reports, budget requests, and e-mail.
The writing skills of recent graduates are
The generation of students currently typically practiced via e-mail, text messages,
enrolled and graduating from college is and blogs, usually at a fast paces without
called the Millennial generation, sometimes editing (Corner & Cole, 2008a). ―They don‘t
referred to as Generation Y, Generation know what sentences, verbs or nouns are,
Why, the Nexters, and the Net-Geners nor how to properly use punctuation‖
(Wendover, 2005). Millennials were born (Corner & Cole, 2008a, p. 18). Corner and
between 1982 and 2005 and are often seen Cole (2008a) blame the lack of writing skills
as spoiled, too close to their parents, afraid on this generation‘s lack of reading—
of risk, and dependent (Howe & Strauss, instead, Millennials listen to music, surf the
2007). Many say this generation has a Internet, and watch television. ―The culture
―sense of entitlement‖ or is ―cocky‖ wants to point and click to every answer‖
(The scoop on recruiting: Generations, 2007, (Wendover, 2005, p. 36).
p. 11). Sprecker and Rudd (1998) determined
The Millennials were the first generation writing was the most important skill a
to be seen as ―special.‖ Their parents were college graduate should have, yet Corner
extremely protective—the ―Baby on Board‖ and Cole (2008b) found that 72% of public
sign first appeared in minivan windows relations professionals believed that entry-
during this generation‘s infancy (Howe & level employees are only ‗a little‘ or
Strauss, 2007), thus creating a unique breed ‗somewhat‘ prepared for this writing role
of students for university faculty to train for (p. 9). Their research also found that 70%
the workforce. Millennials are very careful of public relations veterans stated that
and like to plan and prepare for major new employees are not well prepared to
events, especially their careers; many expect write ―persuasive appeals of any kind—
their career planning to guarantee future pitches, formal letters to clients, fund raising
success (Howe & Strauss). Reinforcing that appeals or proposals‖ (Corner & Cole,
point, Hastings (2008) stated that only one 2008b, p. 9).
in five Millennials plan to stay at their Corner and Cole‘s two research studies
current job for more than six years, and they in 2008 were not specific to agricultural
expect higher pay, decent perks, and communications; however, a study by
benefits. Howe and Strauss noted that Sitton, Cartmell, and Sargent (2005)
employers complain about recent graduates‘ suggested that agricultural communications
need for constant feedback, problems with curriculum focus on writing. Editing,
punctuality, and improper dress. They are presentations, time management, conflict
often restless employees, especially if work resolution, and teamwork were other
assignments are repetitive (Wendover, recommended focus points for curriculum.
2005). Also in agricultural communications
Although Millennials, like each students, Telg and Irani (2005) found that
generation, have their drawbacks, they are communications programs should help
extremely upbeat and team-oriented (Howe students with critical thinking skills, citing
& Strauss, 2007). They are ―confident, an ―inability to read critically or to read
trusting, and teachable in the workplace‖ well, a lack of analytical skills, and a lack of
(Howe & Strauss, p. 50), and many curiosity‖ (p. 13). They recommended real-
employers marvel at Millennials‘ ability to world projects, emphasizing research, richer
Journal of Agricultural Education 64 Volume 50, Number 4, 2009
Irlbeck & Akers Employers’ Perceptions of Recent…
writing assignments, and exposure to years. For this study, workplace habits
various viewpoints to increase critical include maturity, professionalism, self-
thinking. motivation, work ethic, common sense, ease
to work with, trainability, creativity,
Purpose and Research Questions organization, reliability, and trustworthiness.
Communications skills were defined as
Doerfert and Miller (2006) state that the writing, news editing, photography, photo
―relationship between industry and academia editing, graphic design, page layout, Web
is discordant at times‖ (p. 18), noting that design, Web writing, public relations, sales,
each entity may have different ideas as to radio production, and television production.
what skills and/or workplace habits a recent
graduate should possess. Literature indicated Methodology
a lack of preparedness in college graduates‘
writing skills, persuasive skills, and general The researchers used an online survey
business communications abilities; however, instrument utilizing Zoomerang.com, an
most of the literature is not specific to online survey administrator, to host the
agricultural communications graduates. The instrument. The researchers purposively
purpose of this research was to determine selected survey participants from several
needed improvements of agricultural national agricultural communications
communications graduates entering the industry organizations: Livestock
industry as perceived by industry Publications Council and American
professionals. The over-arching theme or Agricultural Editors Association, both have
question during the discussion at the AAAE an agricultural print journalism membership
conference was ―Are we teaching what the base; National Agri-Marketing Association,
industry needs us to teach?‖ Four specific industry professionals who focus on
research questions guided this study: marketing agricultural products; and
National Association of Farm Broadcasters,
1. Which workplace habits of a group of radio and television agricultural
recent agricultural communications broadcasters. Finding e-mail addresses was
graduates are satisfactory and challenging; the organizations did not share
which need improvement in the eyes e-mail address lists of members. However,
of their employers and/or co- most of the organizations listed e-mail
workers? addresses for boards of directors. The
2. Which communications skills of researchers also utilized various Internet
recent agricultural communications searches and were able to find a total of 88
graduates are satisfactory and acceptable e-mail addresses.
which need improvement in the eyes The instrument was researcher-created
of their employers and/or co- based upon needs and curiosities of
workers? agricultural communications faculty at
3. Do employers of recent agricultural Texas Tech University. The instrument was
communications graduates think a divided into four sections. Section one dealt
master‘s degree helps their with the participant‘s background in
communications skills or workplace working with a recent graduate and sought
habits? to determine if the participants hired,
4. Are there relationships between supervised, or worked with a recent
participants‘ perceptions of their graduate(s). Section two asked participants
recently graduated employees‘ to rate, on a scale of 1 to 4 (with 1
workplace habits and the being poor and 4 being excellent), their
participants‘ age, gender, or recently graduated employees‘ workplace
education level? habits. Section three asked participants
to rate, on a scale of 1 to 4, their recently
The operational definition of recent graduated employees‘ communications
graduate means they graduated with a skills. Section four asked demographic
bachelor‘s or master‘s degree in the last 3 questions to determine what specific field
Journal of Agricultural Education 65 Volume 50, Number 4, 2009
Irlbeck & Akers Employers’ Perceptions of Recent…
of the agricultural communications Findings
industry the participants worked in, age,
education level, and gender. Sixty percent of the respondents (n = 18)
A panel of experts in agricultural were female; 30% of the respondents (n = 9)
communications reviewed the instrument for were in the 30-39 age range, and the mean
content validity. The list of workplace habits age was 36.66 (SD = 16.25). Sixty-three
was partially derived from the department‘s percent had a bachelor‘s degree (n = 19),
agricultural communications internship 26.7% held a master‘s degree (n = 8), and
assessment; other workplace habits 3.3% had a doctoral degree (n = 1). In a
questions came from literature and the check-all-that-apply format, participants
department‘s faculty. The list of were asked what type of communications
communications skills was based upon the business they worked in. Exactly half
communications skills that are taught to worked in the magazine business (n = 15);
agricultural communications students at 10% (n = 3) worked for a newspaper; 10%
Texas Tech. (n = 3) worked for an advertising agency;
A pilot test was conducted for validity 13.3% (n = 4) worked for a public relations
and reliability. Ten communications agency; 6.7% (n = 2) worked for a radio
professionals participated in the pilot test; station or network; 10% (n = 3) worked for a
none were included in the sample. television station, show, or network; 13.3%
Following the pilot test, several questions (n = 4) worked for a Web site or Internet-
were restructured to improve the based communications business; 16.7% (n =
participants‘ understanding. A Cronbach‘s 5) worked for a trade or breed association;
alpha was calculated on the pilot test for the and 13% (n = 4) selected ―other.‖
workplace habits section and revealed a In a check-all-that-apply format, 22
reliability coefficient of 0.79. (73.30%) of the respondents selected that
Researchers utilized a modified version they hired or helped hire a recent graduate,
of Dillman‘s (2000) tailored design method. 50% (n = 15) supervised a recent graduate,
All participants were sent an introductory e- and 26 (86.70%) worked with a recent
mail informing them that they had been graduate. Two participants reported that
selected to participate in this study and that a recent graduates make less than $20,000 at
link to the instrument would be e-mailed the their organization, exactly half (n = 15)
following day. The survey remained active claimed their recently graduated employees
for 30 days; non-respondents were sent two made between $21,000 and $30,000 per
reminder e-mails. year, and 23.3% (n = 7) made between
Data were analyzed using Statistics $31,000 and $40,000 a year. Six participants
Package for Social Sciences software chose not to answer this question because
Version 16.0. Data collection occurred from they were unfamiliar with salary
July 24, 2008 to August 15, 2008. The information, paid their employees hourly, or
online instrument was sent to 88 agricultural for other reasons.
communicators. The researchers collected
45 responses for a 51.1% response rate. The Workplace Habits
first question of the instrument asked For the most part, the participants
respondents if they had hired or helped hire, marked that recent graduates‘ workplace
supervise(d), and/or work(ed) with a recent attitudes and attributes fall in the good to
college graduate, or none of the above. Of excellent range. The highest rated attribute
those completing the questionnaire, 15 was trustworthiness, which on a scale of 1 to
selected ―none of the above.‖ Because 15 4 received a mean score of 3.43 (SD = 0.57),
participants claimed that they did not work and 43.3% of the participants answered
with, hire, or supervise a recent college ―excellent‖ for that attribute. According to
graduate, the researchers determined that the data, graduates were easy to work with
their responses did not apply to this study (M = 3.29, SD = 0.53) and exhibited
and were eliminated from the data set, satisfactory reliability (M = 3.14, SD =
therefore reducing the usable response rate 0.65). Participants rated creativity the lowest
to 34.1%. with a mean score 2.68 (SD = .61) on a 4
Journal of Agricultural Education 66 Volume 50, Number 4, 2009
Irlbeck & Akers Employers’ Perceptions of Recent…
point scale. The data also showed that habits. Overall, only one participant
common sense (M = 2.86, SD = 0.69) and answered a question as poor or low, and that
organization (M = 2.96, SD = 0.58) could was for the common sense attribute; all
use improvement. Table 1 is a list of all other attributes were in the fair to excellent
means and standard deviations of workplace categories.

Table 1
Mean Scores of Recent Graduates’ Workplace Habits as Rated by Employers and Co-Workers
(n = 29)
Workplace Poor/low Fair Good Excellent
attitude/attribute f % f % f % f % Mean SD
Trustworthiness 0 0 1 3.30 14 46.70 13 43.30 3.43 0.57
Easy to work with 0 0 1 3.30 19 63.30 9 30.00 3.28 0.53
Reliability 0 0 4 13.30 16 53.30 8 26.70 3.14 0.65
Trainability 0 0 4 13.30 17 56.70 7 23.30 3.11 0.63
Self motivation 0 0 4 13.30 17 56.70 7 23.30 3.11 0.63
Maturity 0 0 4 13.30 17 56.70 7 23.30 3.11 0.63
Work ethic 0 0 6 20.00 14 46.70 9 30.00 3.10 0.72
Professionalism 0 0 6 20.00 15 50.00 6 20.00 3.00 0.68
Organization 0 0 5 16.70 19 63.30 4 13.30 2.96 0.58
Common sense 1 3.30 6 20.00 18 60.00 4 13.30 2.86 0.69
Creativity 0 0 11 36.70 15 50.00 2 6.70 2.68 0.61
Note. On a 4-point Likert-type scale, 1 = poor/low, 2 = fair, 3 = good, and 4 = excellent.

One of the last questions on the mentioned several times; however, only one
instrument asked participants to list other participant specified salary negotiations.
areas of needed improvement that were not Other answers were working in an office
covered on the instrument; 15 participants environment, time management,
left comments. Several themes for professional ethics, and critical thinking.
improvement emerged from the comments:
getting along with colleagues, expectations Communications Skills
about pay and advancement, and business Communications skills questions
etiquette. Two participants specifically allowed the participants to mark ―not
mentioned that recent graduates do not seem applicable.‖ Almost all participants rated
to understand ―paying dues.‖ Two others their recent graduates‘ writing skills;
wrote that new employees seem to rely however, only two participants rated
excessively on e-mail rather than face-to- television production skills, which was the
face communications. Negotiations were highest rated communication skill
Journal of Agricultural Education 67 Volume 50, Number 4, 2009
Irlbeck & Akers Employers’ Perceptions of Recent…
(M = 3.50, SD = 0.71). The researchers graduates. Sales was the lowest rated skill
suggest taking caution when generalizing (M = 2.68, SD = 0.98), and Web design
the television production findings because of received the second-lowest score (M = 2.77,
the low number of participants answering SD = 0.60). Table 2 lists the
this question. Excluding television communications skills mean scores and
production, photo editing (M = 3.09, SD = standard deviations. Because the number of
0.30), page layout (M = 3.09, SD = 0.54), participants answering these questions
and public relations (M = 3.09, SD = 0.73) varied widely from skill to skill, the number
were the highest rated skills of recent of participants per question is also listed.

Table 2.
Mean Scores of Communications Skills of Recent College Graduates.
Communication Poor/low Fair Good Excellent
skill f % f % f % f % Mean SD
TV production 0 0 0 0 1 3.30 1 3.30 3.50 0.71
Photo editing 0 0 0 0 10 33.30 1 3.30 3.09 0.30
Page layout 0 0 1 3.30 8 26.70 2 6.70 3.09 0.54
Public relations 0 0 5 16.70 11 36.70 7 23.30 3.09 0.73
Graphic design 0 0 2 6.70 10 33.30 3 10.00 3.07 0.60
Radio production 0 0 1 3.30 3 10.00 1 3.30 3.00 0.71
Writing 0 0 4 13.30 21 70.00 2 6.70 2.93 0.47
Web writing 0 0 3 10.00 15 50.00 1 3.30 2.89 0.46
Photography 0 0 6 20.0 9 30.0 3 10.0 2.83 0.71
News editing 2 6.70 5 16.70 11 36.70 4 13.30 2.77 0.87
Web design 0 0 4 13.30 8 26.70 1 3.30 2.77 0.60
Sales 1 3.30 5 16.70 3 10.00 3 10.00 2.67 0.98
Note. On a 4-point Likert-type scale, 1 = poor, 2 = fair, 3 = good, and 4 = excellent.

Journal of Agricultural Education 68 Volume 50, Number 4, 2009
Irlbeck & Akers Employers’ Perceptions of Recent…
In the additional comments section, four workplace habits that are difficult to teach,
participants stated that writing skills of and this shows that agricultural
recent graduates needs to be improved. One communications students somewhat defy the
participant specifically stated that literature that is written about their
Associated Press style knowledge is lacking, generation. Howe and Strauss (2007) discuss
while another participant stated that spelling problems with punctuality, yet the data
and grammar need improvement. Other presented here indicate that agricultural
comments included a need for more communications students are reliable. Data
education in the areas of survey design, the from the study confirmed the Howe and
printing process, agency/client relations, and Strauss assessment that Millennials are
marketing campaigns/projects. trusting and teachable.
However, some of the negative aspects
Master’s Degrees about Millennials were consistent with the
Following the workplace attributes and data gathered for this research. Recent
attitudes and the communications skills graduates' creativity and common sense
sections, the instrument asked if the were the lowest-ranked workplace habits in
participants thought a master‘s degree this study, which is consistent with Telg and
helped the aforementioned attributes. For Irani (2005) findings that agricultural
workplace attitudes and attributes, 26.7% communications students lacked curiosity,
thought a master‘s degree helped, and 36.7% critical thinking, and analytical skills.
thought a master‘s degree improved Graduates‘ creativity received a mean score
communications skills. Since only 30% of of 2.68 (SD = .61), and common sense
the participants held a master‘s degree, a received a mean score of 2.86 (SD = .69),
Pearson product-moment correlation test both on a 4-point scale, indicating needed
was conducted to determine if there was a improvement. In the additional comments
relationship between level of education and box, one of the respondents stated that
answer to the questions about master‘s universities should be teaching critical
degrees. A relationship between a master‘s thinking skills. It may be difficult to teach
degree helping with workplace attitudes and certain workplace habits, such as
attributes and level of education of the trustworthiness, maturity, self-motivation,
participant revealed an r2 value of -.35 (n = and reliability, but there are ways to change
27); a relationship between a master‘s courses to increase critical thinking and
degree helping with communications skills creativity. Telg and Irani recommended
and level of education of the participant practical projects, thought-provoking writing
revealed an r2 value of -.17 (n = 26). Neither assignments, and utilizing various points of
correlation was statistically significant. view to help improve critical thinking skills.
Some of the additional comments left by
Relationship Between Employer participants also align with literature.
Demographics and Workplace Several participants commented that recent
Attitudes and Attributes graduates have unrealistic expectations
There were low relationships between about pay and promotions. Literature said
employer demographics and workplace that Millennials often have false senses of
attitudes/attributes. The overall mean score entitlement (The scoop on recruiting:
of workplace attitudes and attributes and the Generations, 2007) and they expect higher
participants‘ age groups was low, r2 = .13, pay and better benefits (Hastings, 2008).
as were level of education (r2 = -.29), and Howe and Strauss (2007) stated that some
gender(r2 = -.22). co-workers complain about Millennials lack
of punctuality and proper dress, and Sitton et
Conclusions al. (2005) stated that more lessons should be
dedicated to teamwork and conflict
According to the data collected for resolution. This could fall in the business
this study, agricultural communications etiquette category that several participants
programs‘ graduates are trustworthy, easy to wrote in their comments. One participant
work with, and reliable. These are positive stated that graduates need better training in
Journal of Agricultural Education 69 Volume 50, Number 4, 2009
Irlbeck & Akers Employers’ Perceptions of Recent…
mealtime ettiquette and dealing with about salary and benefits negotiations,
alcohol in a professional setting, while business etiquette, general business
another said that e-mail skills need communications, proper office behavior, and
improvement. Several comments fit into the time management should be incorporated
theme of office behavior, interaction with throughout the agricultural communications
co-workers, and working with colleagues of curriculum. A senior seminar course could
different generations. The Sitton et al. also include the above suggestions while
research found that agricultural focusing on writing.
communications students need improvement During the discussion at AAAE, several
in time management—one survey faculty wondered if agricultural
participant echoed this finding. communications programs needed to add
In the construct of communications classes to address emerging technologies
skills, it appears that recent graduates are and other needs from the agriculture or
entering the workforce with many skills that communications industries. According to
are satisfactory to employers: photo editing, this research, a re-focus on the basic
page layout, public relations, graphic design, communications skills—writing, news
and radio production all had mean scores editing, photography, and Web design—is
above a 3.00 on a 4-point scale. However, needed. Again, Sprecker and Rudd (1998)
some core communications skills—writing, stated that good writing is one of the most
photography, news editing, and Web important skills a college graduate should
design—had mean scores below 3.00. have, and the industry expects agricultural
According to the data, an emphasis on basic communications graduates to be good
communications skills is needed. This writers.
connects with both of Corner and Cole‘s
2008 studies that found communications For Future Research
professionals‘ strong dissappointment with Akers (2000) stated that agricultural
the writing skills of recent college graduates. communications programs should frequently
Sitton et al. (2005) also argued that review programs to ensure existing
agricultural communications faculty should curriculum effectively prepare students for
focus on writing. the workforce. This research was meant to
Additional comments left by participants do just that, and the results will be
confirms the literature. Of the 15 implemented into the curriculum at Texas
participants who left comments, four listed Tech University.
comments about poor writing exhibited by For future research, although this
recent college graduates. One specifically research had a relatively low sample size,
mentioned that a course dedicated to the study could be replicated with a larger
Associated Press style is needed, while sample size. There is also potential for
another stated that basic knowledge of collaboration between universities on this
grammar and spelling is lacking. Another project.
person left a strongly worded statement, Each agricultural communications
―somewhere, students who want to go into program is different, and each has its own
‗communications‘—PR, marketing and strengths and weaknesses. The researchers
related fields, but not ‗hard news‘ recommend that each agricultural
journalism—erroneously concluded that communications program conduct a
they don't need excellent writing skills.‖ similar study to determine which workplace
habits and communications skills are strong
Recommendations and which need improvement in the eyes
of the co-workers of that programs‘
For Faculty graduates.
The researchers recommend that In addition, these researchers intend to
agricultural communications faculty conduct further research on their program‘s
incorporate more activities or assignments graduates to determine what they would
that promote critical thinking and creativity. have liked to have learned and what lessons
Professional developent lessons that teach they would like to have had expanded upon.
Journal of Agricultural Education 70 Volume 50, Number 4, 2009
Irlbeck & Akers Employers’ Perceptions of Recent…
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ERICA GOSS IRLBECK is an Assistant Professor at Texas Tech University, Box 42131,
Lubbock, TX 79409. E-mail: [email protected].

CINDY AKERS is an Associate Professor at Texas Tech University, Box 42131, Lubbock, TX
79409. E-mail: [email protected]

Journal of Agricultural Education 71 Volume 50, Number 4, 2009