Browsing by Author "Wolf, Nathan"
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Item AN INDUSTRY ASSESSMENT OF EMPLOYABILITY SKILLS NEEDED IN CONCENTRATED ANIMAL FEEDING OPERATIONS OF THE SWINE, DAIRY, AND FED-BEEF INDUSTRIES(2019-09-02) Wolf, Nathan; Williams, Kevin; Burkham, Angela; Kieth, Lance; Robertson, Tanner; Vestal, MalloryMany employers rate new entrants with a high school diploma deficient in their preparation for entry-level jobs. Research indicated that the majority of employees throughout the workforce in the study have a high school level education. That said, there is a large number of employment in concentrated animal feeding operations (CAFO’s), and the vast economic contributions they deliver to local communities, the need for individuals with employable skills are in high demand. The purpose of the study was to identify the desired employability skills needed by entry-level employees entering the profession in CAFO’s within the swine, dairy, and fed-beef industries. The target population of the study consisted of corporate office managers, general managers, assistant general managers, and departmental managers within the top 26 counties of the Texas Panhandle and the adjacent counties bordering New Mexico and Oklahoma. Industries referenced ‘Honesty/Integrity’ as an important skill, if not the greatest interpersonal skill, identified. Another valued skill that employers desired among their employees was ‘Dependability/Dedication to the Job’. Employer’s desire employees that show reliability and dependability to the industry to not only do the right thing, but accomplish the goals of the enterprise in a timely manner. Among the three industries, one of the largest mean weighed discrepancy scores throughout the CAFO’s studied was the need for ‘Animal Management/Animal Welfare’. This indicated that employers in all industries of the CAFO’s desired that their employees were properly trained on how to properly manage animals of a particular species and that an animal’s well-being takes priority. The safety and humane treatment of all animal species is of the upmost importance to any CAFO. Closely related trainings that was observed as needs for all industries were proper ‘Livestock Handling Procedures’ and ‘Proper Safety Procedures’. Many times in CAFO’s, these two skill areas coincide with one another. As mentioned above, the safety of the animal is priority to any CAFO industry, likewise is the safety to all of an industries employees. A chi-square statistical test was used to determine if differences existed among the swine, dairy, and fed-beef industries as they relate to the importance level of interpersonal, communication, computer, and technical skills. The test revealed that there was not a significant difference among the three industries. The results indicated that all three industries in the study desired entry-level employees that attain the same type of skill sets throughout the observed CAFO’s. In the measurement of life skills needed, all industries unanimously ranked the opportunity of general work experience and/or manual labor as the most valued skill area an employee could possess. Many students can develop these skills desired in an entry-level position by acquiring employment through general work placement programs, internships, or on-the-job trainings. Room for improved curriculum, education, and trainings at the secondary and post-secondary levels will always have a need in order to educate the future workforce. The results of the study should be shared with graduates, undergraduates, and high school age students prior to entering any type of scholastic programs and/or job workforce training. The study provided baseline data in regard to the perception of employers in the swine, dairy, and fed-beef industries that manage people a daily basis on the preparedness level of their employees. A qualitative research study such as one on one interviews and focus groups throughout each swine, dairy, and fed-beef industry should be considered as to gather specific skills and traits needed from employees.Item Attitudes and Perceptions of Stakeholders toward the FFA and it's Perceived Importance for Student Success(2022-12-01T06:00:00.000Z) Burleson, Logan D.; Williams, Kevin; Williams, Kevin; Robertson, J. T; Wolf, Nathan; Bednarz, Craig; Behl, MalvikaThis study aimed to describe and compare stakeholders' perceptions and attitudes toward FFA in Texas and its relation to student success. Stakeholders are defined as FFA alumni, secondary school principals, university department heads, and employers. The researcher conducted the study utilizing a descriptive survey research design. Four survey instruments were developed by the researcher using a Qualtrics research tool and distributed electronically by email to 2,067 previous members of the Texas FFA Association, known as FFA alumni, 1,081 secondary education high school principals, known as school admin, 72 four-year university department heads, and utilizing the link-tracing method of sampling sent to 160 Texas employers. The data was analyzed using Microsoft Excel descriptive statistics and a general linear model in SAS version 9.4. There were 257 responses to the FFA alum survey, with a response rate of 12%; 255 responses to the school admin survey, with a response rate of 24%; 29 responses to the department head survey, with a response rate of 40%; and finally, 31 responses to the employer survey with a response rate of 19%. The study found that stakeholders have positive attitudes and perceptions of the FFA overall. Membership in career and technical student organizations like the FFA was extremely important and higher than all other high school activities. The FFA was ranked extremely important and ranked higher than all other career and technical student organizations that were presented. Statistical differences were observed between stakeholder groups. These differences were most significant among university department heads and employers. Statistical differences were also observed between stakeholders with different experiences, like having an agricultural background. It is recommended that communication efforts between FFA professionals and stakeholders be strengthened. Efforts should be made to engage stakeholders with FFA programs to increase knowledge of objectives and goals. Further research should be done on tools and experiences that positively impact stakeholder attitudes and perceptions. These attitudes and perceptions, short– and long–term impacts should also be studied.Item Knowledge and Perceptions of Secondary Students Toward Agricultural Careers and Technologies Upon Completion of an Educational Program(2022-12-01T06:00:00.000Z) Koennecke, Eric R.; Williams, Kevin; Williams, Kevin; Robertson, J. T; Wolf, Nathan; Tarpley, Troy G.There are nearly 60,000 annual job opportunities expected for agricultural graduates between 2020 and 2025. However, as the pool of agricultural graduates becomes more urbanized, these positions are expected to become harder to fill. While previous research heavily indicates secondary student perceptions of agricultural careers and the factors behind career choices, there is little research in career education programs for the agricultural industry. The Social Learning Theory of Career Decision Making and Kolb’s Experiential Learning Theory were used as theoretical frameworks in designing this study. Selected students participated in an immersive career education experience hosted at West Texas A&M University over three days prior to data collection. The target population for this study consisted of secondary students enrolled in Agriculture, Food, and Natural Resources (AFNR) courses at high schools in the Texas Panhandle. Targeted students should be entering grades 11 or 12 and come from a non-traditional agricultural background. Due to a lack of applicants in a local area, the population was extended to include secondary students enrolled in AFNR programs in Texas. Eleven participants applied and were accepted to the program, encompassing students from traditional and non-traditional agricultural backgrounds. Data for this mixed-method study was collected via a retrospective pre-post survey questionnaire and phenomenological focus group interviews following the completion of an immersive career education program. The survey included five-point Likert-type scale questions assessing participant knowledge prior to and following program completion. Focus group questions assessed participant knowledge based on previous experiences in agriculture and with agricultural career areas. The researcher found that participant knowledge of agricultural career opportunities was low prior to the program, particularly in animal sciences, plant, soil, and environmental sciences, and knowledge of agricultural technologies. Through quantitative and qualitative data collection, secondary student participation in an immersive career education program was found to improve knowledge in all areas assessed. Participants were found to possess varying levels of knowledge about agricultural career areas, and were most confident in areas they held previous experience. Recommendations were made for additional research on this topic with larger samples and in varying geographical areas to further the opportunity for generalization.Item Profession Perceptions: Effects of Immersive and In-class Experiences on Knowledge and Perceptions of Agricultural Careers(2023-05-01T05:00:00.000Z) Coffman, Courtney J.; Williams, Kevin; Williams, Kevin; Tarpley, Troy G.; Wolf, Nathan; Robertson, J. TThe need for agricultural career seekers is growing each year, yet there remains a gap between open agricultural employment opportunities and graduates of post-secondary agricultural programs. In order to meet this growing need, post-secondary institutions should focus on exposing its students to the variety of agricultural employment opportunities, so that their graduates can make more informed career decisions. This study examined the role experiential learning plays in participants agricultural career perceptions by comparing and contrasting immersive experience participants’ experiences in this study to students who participated in an in-class lecture. The researcher chose Kolb’s Experiential Learning Model and multiple career decision theories to serve as theoretical frameworks for the study. Both groups of participants received positive experiences with the career exposure they had, and called for more similar experiences be a part of their undergraduate coursework. Participants described a variety of learned skills and knowledge of new careers that they had not recognized as potential pathways for their future. The participants in the immersive experience held especially positive perceptions of their futures, and received an impactful experience through this study. Implications from this study suggest that students in the Department of Agricultural Sciences at West Texas A&M University need more exposure to careers through intentional undergraduate programming. Further research should be conducted to determine the needs for career education in other post-secondary institutions in the U. S.