The use of a professional time by eight staff workers of a metropolitan Girl Scout council

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THE USE OP PROFESSIONAL TIME BY EIGHT STAFF WORKERS OF A METROPOLITAN GIRL SCOUT COUNCIL

A Thesis Presented to the Facility of the School of Social Work The University of Southern California

In Partial Fulfillment of the Requirements for the Degree Master of Social Work

fcy Berniece Pauline Turlo June 1950

UMI Number: EP66370

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T h i s t hesis, w r i t t e n u n d e r t h e d i r e c t i o n o f t he ca nd id a te ’s F a c u l t y

C om m ittee and approved

by a l l its m e m b e r S j has been p r e s e n t e d to a n d a c c e p t e d b y t h e F a c u l t y o f t he G r a d u a t e S c h o o l o f S o c ia l W o r k in p a r t i a l f u l f i l m e n t o f the re ­ q uirem en ts f o r the degree o f

MASTER OF SOCIAL WORK

Dean

T hesis o f

BEHETEICE..T.URLQ.

F a c u lty Com m ittee

Chairman

>c J2-— 4 j* ^ r

'

TABLE OF CONTENTS CHAPTER

PAGE

I. INTRODUCTION . . . . . . . . . . .

..........

1

..................

3

Statement of the problem . . . . .......

3

Purpose of the study

Previous studies..................

4

Scope of the thesis

9

Methodology

..............

. . . . . . . . . .

.......

.

11

II. THE LOS ANGELES GIRL SCOUT SETTING OF THE STUDY

.......

17

III. ANALYSIS OF THE USE OF PROFESSIONAL TIME ................

23

Distribution of total study time according to activity

♦

............

27

Analysis of total study time by groups of workers

.............

40

Analysis of percentage distribution of groups of worker1s time by groups of activities ..................

46

Analysis of individual worker* s time

..............

50

Analysis of the distribution of professional time of eight workers in special activities

................

62

lv CHAPTER t IV. V.

PAGE

JOB CONTENT OF ONE FIELD EXECUTIVE . . . . . .

73

SUMMARY AND CONCLUSIONS

81

. . . .............

Findings . . . . . . . . . . . .

.........

81

Distribution of the use of t i m e .......

81

Duties and responsibilities

...........

S3

. . . . . . . . . . .

84

Conclusions

.......

Agency self study

..........

84

Administrative activity

85

Broader professional activity Time spent with volunteers Variation in jobs

......

85

..........

85

............

88

Implications for social work schools . . .

86

BIBLIOGRAPHY * .......................

88

APPENDIX.........

91

LIST OP TABLES TABLE I.

PAGE Percentage Distribution of Total Study Time According to Activity

II*

...........

V. VI. VII. VIII.

41

Percentage Distribution of Groups of Workers Time by Groups of Activities

IV.

28

Percentage of Total Study Time by Groups of Workers . . . . . .

III.

* .....

...

47

Worker1s Time by Groups of Activities . . .

51

Individual Conference with Volunteers . . . .

63

Meetings with Volunteers

66

Percentage Distribution of Individual

..........

Individual Conference Time with Staff . . . . Meetings with Staff................

-71

69

LIST OF FIGURES FIGURE .. 1*

PAGE

Percentage Distribution of Total AgencyTime by Groups of Activities ♦ ..........

2*

«

Percentage Distribution of Groups of Workers Time by Groups of Activities.......

3#

49

Percentage Distribution of Individual Worker1s Time by Groups of Activities

4*

33

• . . • -

53

Percentage Distribution of Worker F1s Time by Groups of Activities .

...........

74

CHAPTER I INTRODUCTION During the last decade, social research activities have Increased at an unprecedented rate throughout the entire social work profession* has had a slow process#

In the past such research

Although there are several reasons,

one of the most pertinent for this lag pertains to the limi­ tations in methodology*

The field of social sciences, and

the field of social work in particular, present extra­ ordinary difficulties in research methodology.1

The

obstacles in the way of social work research have been numerous but with the Increasing number of research studies conducted by social work agencies, public and private, and by the various schools of social work, a methodology is emerging#

Social work research is approaching the scientific

habit of thought. Currently both public and private social work agencies are engaged in self analysis.

According to Klein the major

areas of studies include: 1* Studies to establish, Identify, and measure the need for service. 2* Studies to measure the services offered, as they relate to needs,

1 Philip Klein and Ida G* Merriam, "The Contribution of Research to the Progress of Social Work, H American Association of Social Workers, p. 7*

2 3* Studies to test and evaluate results of social work operation* Studies to test the efficacy of speeifio tech­ niques* 5*

Studies in methodology of research.^

The present pressure for greater efficiency in the social work profession comes from agency hoards, schools of social work, and from the social work profession* In order to Increase the efficiency of social work services, it is necessary among other steps, to recruit and retain qualified professional personnel*

The development

of adequate personnel practices and standards In the several fields of social work is Indicated*

This area has received

considerable attention from the professional social work organizations, the several unions which Include social workers among their membership, and from numerous private and public social work agencies* Until the publication of the Masters Thesis, The Use of professional Group Work Time by Adler,^ few studies have been attempted in Job analysis, Job classification, group load, or in defining and determining the functions

2 Ibid., p. 11.

3 Qeorge Milton Adler, The Pee of Profeesional Proup Work Time, (Los Angeles: University of Southern California,

1959) "

of the professional social group worker on the Job*

The

study of these areas is essential to the establishment of personnel practices.

Such studies would assist in the

clarification of the function of the social group worker and would serve as guides in the areas of professional education and social action*

According to Harleigh B*

Tracker, Group workers have achieved a new status and recognition for the professional character of their work as a result of these classification studies* Studies of group loads are a next step.** Social group workers, like other professional social workers, are accepting this responsibility.

The basic

philosophy and purpose of social group work has been well defined.

It is essential now to study and analyse the

amount and distribution of time in the various parts of the complex group work job. I.

FHRFOSE OF THE STUDY

Statement of the problem. The purposes of this study are: 1.

to arrive at a description of the monthly

activities of eight selected staff members of a metro­ politan Girl Scout Council and to determine and identify

^ Harleigh B.Trecker, ®Social Group Work,® Social Work Yearbook 19fr9 (New York: Russell Sage Foundation, 19^9) p. 488.

k the elements which make up the content of these eight selected Jobs; Z.

to analyze the use of professional time by the

eight selected staff members as such analysis has Impli­ cations for the agency* s self study and as such analysis relates to the administrative practices and to the services offered its membership; 3.

to provide a core of information which may have

generalizations of importance to the social group work field* a corollary to the above could be:

Do the

present Job descriptions of the eight selected staff members adequately describe the Jobs of the eight staff members in view of the analysis of the use of their pro­ fessional time? Other questions which may be considered are:

Is the

time analysis technique an effective method for studying the Job content of the eight selected staff members?

What are

the significant differences and similarities in work between the eight staff members and between members having similar positions?

What seem to be the duties and responsibilities

of each? IX*

PREVIOUS STUDIES

The inadequacies and limitations of social research in the area of time analysis to determine the use of

professional time is a serious problem especially for the social group worker. Until Adler’s study,^ time analysis has been limited to the field of social case work, public administration, education, and industry* One of the earliest such time studies in social case work was made by Frank J. Bruno who was concerned chiefly with a unit cost of study.®

However, this study also

raised the problem of the variable of time. studies in social case work followed.

Other similar

In Los Angeles, the

Family Service Agency completed a study in 19**8.

Although

this study was originally established for the purpose of arriving at some basis for the allocation of case work personnel, the purpose eventually was broadened to include the following: 1.

to provide information on the use of professional

time which has important implication for the agency’s self study as it relates to the administrative and case work practices. 2.

to provide a core of information which may pro­

vide findings or generalization^ having Important meaning

* Adler, on. clt. ^ Frank J. Bruno, wWnit Cost of Service in a Case Working Agency," The Family, IV, June, 1923. 7 Francis Blythe and Grace Coombs, A Study of the Use of Professional Time (Los Angeles: Family Service of Los Angeles, 1948).

to the case work field and to similar case work agencies as It relates to the use of staff time. 3*

to provide factual information to the Community

Welfare Federation Budget Committee which may be used as a basis in making judgements in allocating ease work personnel to agencies.® Four other recent time studies of case work agencies have been completed, An Analysis of Four Problems Related to the Use of gage Workers Time In Poor Family Agencies.9

During

the program year of 1947-48, the Budget Department of the Los Angeles Area Community Chest requested information fro© the Case Work Section of the Family Adult Services Committee. The information was to provide the Budget Committee assist­ ance in allocating case work staff personnel.

The Case Work

Section decided that a time analysis of selected family agencies would yield results which might meet the needs of the Budget Committee.

It was also felt that information

on the distribution of case workers time might have impli­ cations for self study by these selected and other agencies.’**®

8 Ibid., p. 1.

° Research Department, An Analysis of Four Problems Related to the Wse of Case Workers Time in Four Family Agencles (Los Angeles: Welfare Council of the Metropolitan Los Angeles, 195©)• 10 Ibid.. pp. 5-8.

7 The four agencies studied included the Family Service of the Los Angeles Area, the Jewish Family Service of Los Angeles, the Travelers Aid Society of Los Angeles, and the Family Service Agency of the Assistance League of Southern California*

One agency, the Family Service Agency of the

Los Angeles Area has Issued a report for its own agency*

11

The other reports are in various stages of preparation* Although the results of the four original studies have important Implications for intra-agency administration, it was found that the time study technique was a valuable technique for analyzing the use of professional time in a social work agency.

The time schedule provided uniformity

of definitions and categories for the various types of case work activities* The recently published findings of the Boston Time Study of thirteen case work agencies also proved that the time study technique is a valuable and objective way of reviewing agency services in terms of other similar agencies and in terms of value to the c o m m u n i t y * T h e time study was planned from the point of view of distribution of professional staff time among eight main categories of

H

Blythe Francis and Craoe Coombs, on* cit*

12 Genevieve C. Weeks,- "Time Study of the Greater Boston Community Survey," Social Work Journal, XXXI, April. 1950.

work*

The case work agencies included in this Boston study

were case work agencies In different fields such as family service agency, children1s agency, agency with both family and childrens services, medical social service department, and child guidance clinic*

Previously, the time study

technique was generally used by a single case work agency or by agencies in a single field.

This study, utilizing

several different agencies, proved that a carefully con­ structed time schedule could evaluate case work services not only from the single agency1s point of view but also from the point of view ©f the total value to the community. A review of other similar studies in the area of the use of professional time has been adequately presented in An Analysis of Four Problems Relating to the Wee of Case Workers Time in Four Family Agencies. The time schedule utilized in Adler1s study also proved that such a technique with modifications for the particular agency can be effectively used in a group work agency.

Adler1s original schedule, of necessity, was

developed largely from his knowledge and observation of the professional workers job at the Soto-Mlchlgan Jewish Community Center in Los

Angeles.

^ Adler, ©£♦ cit., p* 8 .

9 Adler* s study of the use of professional time was an attempt to analyze the complex content of the jobs of eight selected staff members in the Soto-Mlehlgan Jewish Community Center*

By the use of a carefully tested and clearly de­

fined time schedule, material was compiled and analyzed In terms of the percentage of time devoted to each activity, the activities which made up the Job content of the worker, and the differences In Job content between workers* He concluded that the time analysis technique pro­ vided a framework of comparison for workers in the same and In different classifications*

Such a study also provided

the Soto-Mlchigan Jewish Community Center and similar agencies an opportunity to evaluate the agency and its personnel in relation to its purpose.

Administrative

activity, Individual guidance, and the teaching of specific, skills were also found to be an essential part of the pro­ fessional social group workers Job*^ III.

SCOPE OP THE THESIS

The agency selected for this study is the Girl Scout Council, Inc., Los Angeles, which will be referred to as the Girl Scout Council*

The agency chosen, in contrast to

Adler1s study of an agency with a building-centered program, is a group work agency which functions on a decentralized 14 Ibid,, p. 51

basis covering the Los Angeles Community Chest Area,

fhe

agency m s selected because it has been studying intensively for several years the entire organizational structure of the G-irl Scout Council*

In 19^7» a professional and volun­

teer committee wae appointed for this purpose.

This

Committee on Evaluation of Professional Services recognized that as an organization developed, the responsibilities of the different Jobs expanded and changed, and that authority had to be reviewed periodically and re-delegated to the various members of the agency, both professional and volunteer.

This committee attempted to evaluate and catalog

the jobs as they actually existed and attempted to fit these Jobs into the payroll classification made by the Los Angeles Welfare Association Study Committee. Because the entire Clrl Scout Council structure had been recently reorganized on a decentralized basis, the committee recognized the need to re-examine the functions of the standing committees of the board of directors and the functions of the standing committees of the staff and other volunteers.

The study of these committees neces­

sitated the establishment of new Job descriptions for the Field Executives.

During this period, tentative Job

descriptions were used by the administrative personnel. As the Field Executives functions began to emerge more clearly in this decentralized basis, the committee

11 worked In developing accurate job descriptions for the administrative personnel.

It was found advisable to create

two new positions in order to relieve the professional staff of some of their responsibilities.

One position of Office

Manager was filled in March, 1948.

The second new position,

Director or Advisor on Finance, was created in May, 1950, and a detailed job description is being developed.

The

committee also recommended that the position of Coordinater of Field Activities be re-examined and that the position be developed as Assistant to the Executive Director.

A job

description for this position is also being developed. As a result of these efforts, the Girl Scout Council is gradually working toward the establishment of an organi­ zational structure based on small neighborhoods and section units in order to improve the Girl Scout services in a large metropolitan area.

The agency and its organization is

described in greater detail in Chapter II. IV.

METHODOLOGY

The purposes of the proposed study were discussed with the Executive Director who then presented the informa­ tion to the board of directors, and professional staff.

An

invitation was extended to present the proposed study to the staff for their discussion. Because of the heavy professional work load on the part of all staff members and because of the

changes in personnel, it m s felt that participation in the study should be on a voluntary basis*

Eight professional

staff members volunteered to participate in the time study. The Girl Scout Council has tentative plans to complete the study at a future date, thereby having a time study for the total professional and clerical staff* The writer who had served as a field work student for two semesters in the Girl Scout Council was familiar with the general activities and program conducted by the various staff members*

Additional Information on job

content for the purpose of developing a time schedule with suitable categories was received from Interviews with staff members and from local and national Girl Scout literature* In addition, a Job Description Questionnaire was obtained from the Personnel Division, Girl Scout National Organization in New York*

This questionnaire or schedule

was developed in 19^6 to provide important data for the publication, Job Descriptions for Girl Scout Professional Workers*3^

The questionnaire asked for an estimated per­

centage of time on a yearly basis for the thirteen major categories and subdivisions*

The thirteen categories of

activities are:

^ Girl Scouts, National Organization, Job Description for Girl Scout Professional Workers (New York: Girl Scouts National Organization, 19^7).

13 1*

Work related to local council as a whole.

2.

Work related to council and committee memberships, i.e., recruitment, selection, placement, induction,

3*

Work related to organising and maintaining Girl Scout Troops.

4#

Work related to training volunteers.

5*

Work related to administering the program.

6.

Work related to total agency financing.

7.

Work related to total public relations*

8.

Camping.

9*

Work related to developing and maintaining community relations.

10 .

Work related to office management.

11.

Work related to other professional staff.

12 .

Work related to professional growth.

13#

Other. In order to develop a tentative schedule which would

be comprehensive and yet manageable, it was necessary to re­ arrange these categories and to combine various activities. In addition, the eight participating staff members accounted for the use of their professional time for a two-day period. This Informal log of activities plus the other materials and information were studied and served as a basis for the temporary schedule which was divided into five main cate­ gories of activities and one other category.

1ft The schedule was divided Into five-minute periods for the total working day, as this was found to he the most practical division of time*

The worker accounted for her

time by checking the exact time devoted to a particular activity in the appropriate column*

A column for explana­

tion was added to insure uniformity and workers were instructed to use this when in doubt about a particular unit of time*

An extra column, Other, was also included

so that the worker could account for time applied to an activity for which no category had been provided* This temporary schedule with instructions and definitions was presented to the staff and discussed*

The

eight staff members then kept the schedule for a two-day period, which was felt to be an adequate period of time for a pilot study*

The staff meeting following this two-

day trial resulted in additional refinement of the schedule and instructions*

The test schedule contained sixty-four

separate items under a total of six main categories of activities and the final schedule contained sixty-two items under five main categories of activities and one category Identified as Miscellaneous or Other* The categories and their definitions are: A*

Administrations This category pertains to facilitating

the work of the local and national council as a whole*

It

15 concerns overall planning, budgeting, and executing the work which concerns the total staff and membership# B*

Public Relations:

This category refers to all time

spent in interpreting the Girl Scout movement to the total membership and/or to the community at large* Training Skills - Program Education: This category includes all time spent in recruiting volunteers, planning and executing training programs, supervision of all leaders and staff*

It includes the research, planning, making or

providing for program aids including all media which can be used by the entire agency, other agencies, and/or Individuals. D#

Direct Services to the Field: This category includes all

the time spent in organizing, maintaining, and strengthening Girl Scout Troops and the essential organizational structure for such activities*

It includes all information and direct

services to one section* E*

Participation in Broader Professional Activities: This

category Includes all community activities in which staff members participate as representatives of the agency such as Welfare Council Meetings, Youth Services, Coordinating Councils, P. T* A*, meetings of other agencies, A* A* S. W., A* A* G* W*, and committees and meetings of the Schools of Social Work.

This also includes individual speeches made

16 fey staff members and which are not made primarily for Girl Scout Gouncil publicity* In addition to these definitions, the instructions specifically stated the kinds of activities to include and the kinds of activities to exclude so that all workers would record their activities uniformly* The schedule was then printed and definitions and instructions mimeographed*

As with all similar time

schedules, this schedule was reduced to its most practical form because the workers needed to carry the schedule with them at all times*

Before beginning the study, the staff

met to discuss the final schedule and definitions*

A copy

of the schedule and instructions can be found in Appendix.

THE LOS ANGELES GIRL SCOOT COUNCIL SETTING OF THE STUDY This study was conducted In the Girl Scout Council of Los Angeles from January 30, 1950 to February 2A, 1950. The Girl Scout movement Is directed and coordinated by a membership corporation known as the Girl Scouts of the United States of America under the laws of the District of Columbia,

The members of this corporation are the

delegates of the United States of America, designated by the various local Girl Scout Councils throughout the country,^

In addition to Its national affiliation, the

local Girl Scout Council Is a member of Region XII which Includes Arizona, California, Guam, Hawaii, Nevada, and Utah. Locally, the Girl Scout Council is represented In the Youth Services Division of the Welfare Council of Metro­ politan Los Angeles and maintains a cooperative relationship with the Los Angeles Youth Project of the Welfare Council* The purposes and objectives of the Girl Scout Council of Los Angeles are stated in the Constitution and By Laws of 1

Girl Scouts of the United States of America, Blue Book of Girl Scout Policies and Procedures (New York: Girl Scouts of the United States of America, 19A8), p* 37*

Girl Scouts of the United States of America*

The general

aims may be stated as: • • • the development of girls along physical, mental, emotional, moral and spiritual lines, to the end that there may result not only personally enriched individuals but also intelligently participating citi­ zens in a democratic social order. Its goal is the development of resourceful happy citizens willing to share their abilities and so contribute to their community; citizens with minds and spirits that lead to a better understanding among human beings everywhere* 2 The Girl Scout program which Includes girls from the age of seven through high school is focused on the individ­ ual girl and her development through democratic group experiences in the three main age programs:

Brownie Scout

Program, Intermediate and Junior High Program, and Senior Program*

These programs offer recreational activities,

informal friendly relationships with adults, fun with others of the same age group, and opportunitles to develop respon­ sibilities*

The program alms to show a girl how to use in

a democratic way her skills and knowledge, and to help her develop a strong character, a healthy attitude toward life, and an enduring set of values. The Girl Scout Council, locally and nationally, makes available to girls and leaders, professional and volunteer, 2

Girl Scouts Los Angeles Council, Field Reference Book (Los Angeles: Girl Scout Council, 1 9 W , P* 20.

suggested activities that may form the basis of the troop program*

These activities are based upon the Girl Scout

promise and laws but differ for each age group in the manner of organisation and presentation*

The program

activities offer a wide choice in order to appeal to girls of various backgrounds, interests, and abilities* The troop members and the volunteer leaders, together may choose their program and develop it in various ways from these eleven fields of Interest:

Agriculture, Arts and

Crafts, International Friendship, Community Life, Health and Safety, Homemaking, Music and Dancing, Nature, Litera­ ture and Dramatics, Sports and Carnes, and Out-of-Doors• In order to conduct its activities for Girl Scout troops, the Girl Scout Council uses both professional and volunteer workers*

In Los Angeles, there are eighteen

professional workers, twelve clerical workers, and a total of 5*575 adults who serve as volunteers for direct leader­ ship of troops, as committee members, as board members, and in other supporting activities*

The number of registered

Girl Scouts in Januai*y, 1950 was 13,682* The annual budget for the fiscal year of 1946-1949 was #110,600*93*

The annual cookie sale held in March

netted a profit of #38,187*04 for 1949*

The balance of

the budget is obtained from membership fees, donations, and the Community Chest of Los Angeles*

The professional workers include:

1# Executive

Director, 2# Assistant to the Executive Director, 3* Damping Department Director, k. Assi&ant to the Camping Department Director, 5* Public Relations Department Director, 6 . Edu­ cation-Program Department Director, 7# Finance Department Director, 8 * Office Manager, 9-16. eight Field Executives, 16-18* two Assistant Field Executives#

A job description

is available or is being developed for each professional worker. The administrative staff, in addition to the usual administrative responsibilities for conducting and co­ ordinating the total agency program, serve as consultants to the Field Executives#

The Los Angeles Girl Scout Area

is divided into eight sections:

Valley, West, West Central,

North East Central, East, South, South East, and Harbor# These sections are subdivided into neighborhoods#

A Field

Executive is responsible for all Girl Scout activities in each geographical section#

The South Section and North East

sections, at present, have, in addition to a Field Executive, an Assistant Field Executive#

Although the Girl Scout

Council recognizes the need for increasing the number of Assistant Field Executives in other sections, it is unable to provide this additional service due to the present budget limitations*

21 The eight professional staff members who participated in this time study are: Worker A - Executive Director:

The Executive Director is

the professional administrator of Girl Scouting locally. She shares with the board, through its president, the responsibility for administration and coordination.

She

is at all times responsible to the board of directors.

Job

responsibilities are delegated by the Executive Director to other professional staff members and they work under her direction.

In addition to her responsibilities to the board

of directors and the staff, the Executive Director is responsible for community cooperation in such areas as: camp, public relations, finances, personnel, statistical and analytical reports, and broader professional activities. Worker B - Educatl on-Program Department Directory

Worker B

is responsible for coordinating overall planning relative to the total training needs and in that capacity she is the liaison person between the Field Executive and the Adult Education Committee.

She supervises directly graduate social

work students and she shares supervisory responsibilities with Field Executives for volunteer trainers and volunteer supervisors.

In addition, she is responsible for study and

research, stimulation and motivation, evaluation, prepara­ tion of reports and statistics, participation in community

planning groups, developing, maintaining, and making avail­ able resource material for training and program, developing and maintaining standards, and other supporting activities# To fulfill these responsibilities, she works directly with the total professional staff and has direct responsibility for volunteer committees# Worker £ - Camping Department Director: Worker G is responsible for the development of a total year outdoor and camping program for all Girl Scouts#

She is directly

responsible for developing and strengthening the Camp Committee#

In addition, she is responsible for w>rk with

other Girl Scout Council committees and professional staff in interpretation, finance, public relations, training, and program.

She develops resource materials and standards for

all camp activities#

She recruits, trains, and supervises

professional and volunteer personnel for camp assignments, temporary or permanent#

She is required to work with the

community through affiliation with professional groups, other agencies, and community committees#

Records, reports

and other supporting activities are included in her job responsibilities.

Since the completion of the time study,

an assistant to the Camping Department Director has been added to the professional staff#

The directors1 responsi­

bilities now Include supervision of a professional worker

23 in addition to her other responsibilities* Worker D - Office Manager: The Office Manager is responsible for the complete operation of the Los Angeles office*

In

this capacity, she directs and coordinates office personnel, procedure, and policies; interviews, hires and fires office personnel; Indoctrinates, supervises, and assists office staff; provides secretarial staff to the professional workers as required*

She is responsible for the physical

surroundings and makes or authorizes all purchases except for camp operations*

She is responsible for all finances,

inventories, and she prepares the Council budget*

She

manages all insurance such as workmen1s compensation, retirement fund, etc*

She is responsible for the prepara­

tion and completion of all administrative statistical and> financial reports and she carries additional duties during the annual cookie sale* Workers E through H - Field Executive: The Field Executive is responsible for the planning, executing, and evaluation of Girl Scout program in a given geographic area known as «Section* * In this capacity she is responsible for recruiting, training, delegating, and supervising the activities of individuals and groups In the section*

She

prepares requested reports and the sectional budget as part of the city-wide operating budget and she Interprets

these activities to the proper Administrative committee. She is responsible for all activities of her section for public relations, fund raising, education program, and camp*

In her section, she determines community needs and

resources with personnel of schools, churches, community centers, social agencies, and other public and private related groups*

She organizes troops and recruits the

necessary personnel for leadership and committee work* She is responsible for coordinating her section with the total agency activities*

CHAPTER III ANALYSIS OF THE USE OF PROFESSIONAL TIME This chapter Is concerned with the analysis of the use of professional time fey the eight selected staff members*

Section I relates to the distribution of total

study time according to activity*

Section II relates to

the analysis of total study time fey groups of workers. Section III relates to the analysis of percentage distri­ bution fey groups of workers time fey groups of activities* Section IV relates to the analysis of individual workers time*

Section V relates to the analysis of the distribution

of professional time fey eight workers In special activities. The detailed material obtained from the 160 dally schedules kept fey the eight professional staff members who participated In this time study was analyzed in relation to the six main categories#

The Master Table , Appendix, shows

the total number of minutes each individual worker spent in the six categories and in the various sections included in each category.

This table also shows this Information in

percentages for three groups of workers:

Administrators,

Field Executives, and Office Manager* This inquiry into the use of professional time at the Los Angeles Girl Scout Council covered a one-month working period, or twenty days between January 30, 1950 and

26 February 24, 1950*

Normally, under the provisions of the

Staff Manual, obtained from the Council, the professional staff is expected to work a five-day forty-hour week with office hours from 8:50 A.M* until 5:00 P.M. with one half hour lunch period excluded from this time.

Two fifteen-

minute rest periods are allowed and this half hour is included in the eight-hour day.

Overtime is recognized

only when authorized by the Office Manager.

No additional

payment is permitted for overtime, although compensatory time is allowed if taken within a two-week period. Under these provisions, the individual workers were expected to work a total of 160 hours during this one month studied.

The time accounted for during this

period included all the time a worker devoted to activi­ ties which were considered important to her position and to activities related to the social work profession. The distribution of time that has been analyzed, then, was not limited to the scheduled working hours as stated in the Staff Manual but included the total time spent by the eight staff members during the one-month period in activities related to the job*

The total staff

time for this period was 80,845 minutes or 1,34? hours. The inclusion of this extra time was essential because of the nature of activities conducted by the Q-irl

Scout Council*

Training courses, volunteer committee

meetings, individual conferences with committee members, and other such related activities were, of necessity, conducted during the evenings*

Preparation for many

activities was often conducted in the worker1s home or in the volunteer1s home*

Telephone conferences were

also required after the regularly scheduled office hours* I.

DISTRIBUTION OP TOTAL' STUDY TIME ACCORDING TO ACTIVITY \

A*

Administration; The total time spent by eight staff

members in Administration was found to be 44*2 per cent of the total study time for eight workers.

This 44*2 per cent

represents the largest percentage of time of all six cate­ gories and is approximately 598 hours of the 1,34? total hours worked by the eight staff members during the one-month period studied*

(See Master Table, Appendix A, for total

number of minutes and hours.) As can be seen in Table I, the individual members of the staff had a large range in their individual percentage which they contributed to the total of 44*2 per cent in Administration*

Worker D, the Office Manager, contributed

11*1 per cent while Worker G, a Field Executive contributed 2*0 per cent*

The large percentage of time contributed by

the Office Manager to this total percentage may be explained

TABLE I PERCENTAGE DISTRIBUTION OP TOTAL STUDY TIME ACCORDING- TO ACTIVITY

A*

0. Training Adminis­ Public Skills tration Rela­ Program Per cent tions Education Executive A* Director Education B. Program Dept, Director

B.

D, E. F. Broader Direct Total Services Profes­ Miscel­ Per Total sional to the Field Activities laneous cent Minutes

1.9

.1

.3

.4

.4

12.5

10,860

Zmk

*“

7.9

.2

1.4

.6

12.5

9,875

?•?

•6

1.9

.2

1.3

.7

12.5

13,560

11.1

.1

.1

.2

.1

•9

12.5

7,690

Field E. Executive

%k

.5

2.7

4.4

.2

1.3

12.5

9,135

Field F* Executive

^*9

♦1

1.3

5.2

.4

.6

12.5

10,415

Field G* Executive

2*0

-

4.1

4.9

.5

1.0

12.5

10,355

Field H* Executive Study Total

3»3

3.3 21.4

5.1 20,5

.2 4.5

.7 6.2

12.5 100.9

8,955 80,845

damping Dept. C* Director Office D. Manager

kk.2

3.2

partly by the fact that she was hired in March, 1948 to relieve the Executive Director and other professional personnel of the routine office detail.

She has been

delegated full responsibility for the Los Angeles office* Included in her duties are such functions as Interviewing, hiring, and supervising office personnel.

She delegates

stenographic help to the administrative personnel and to the Field Executives and she makes the necessary arrange­ ments for the hiring of additional clerical help when necessary*

She is also responsible for such items as

keeping accurate check on absences, tardiness, vacation eligibility, sick leave, unemployment and hospitalisation insurance.

She provides the necessary office equipment and

makes the necessary arrangements for office space, equipment, and repairs* Worker A, Executive Director, however, spent 9*4 per cent of the total study time in Administration, which was close to the 11.1 per cent of the Office Manager*

The

Executive Director, however, distributed her time in such administrative activities as general office work, dictation, group conferences, volunteer meetings, and in meetings with professional and community people. Clamping Department Director, Worker G, contributed 7.7 per cent of the total study time to Administration as compared with Worker B, Education Program Department

Director who only contributed 2*4 per cent*

Both are

directors of special, departments but the percentage of total study time which each contributes t© Administration shows a wide variation*

Worker B*s contribution of Z.k per

cent is similar to that of Worker G-1s contribution of 2*0 per cent* This difference in the percentage of total study time between the Camping Department Director and the Education Program Department Director may be explained by their different Job responsibilities*

The activities of

the Camp Department Director are focused on the total agency constituency and therefore, from the definition of Administration as stated in the Time Study Instructions, these activities would be Included in the first category, Administration*

The Education Program Department Director,

although responsible for total agency education and train­ ing, Is not responsible for such activities as total agency budgeting, building maintenance, hiring, firing, and super­ vising of full time or part time camp personnel*

The

majority of her responsibilities would be centered In Training Skills - Program Education, Direct Services to the Field, and in Broader Professional Activities* Table I, page 28, also shows that three Field Executives and the Education Program Department Director spend almost the same percentage of total agency time in

31

Adminlstraiion*

Worker G- spent 2*0 per oentf Worker B,

Zmh per cent, Worker H, 3*3 per cent, and Worker B, 3*^ per cent. B*

Public Relations: The total time spent by eight staff

members In Public Relations was found to be 3*2 per cent of the total study time*

This 3*2 per cent represents the

smallest percentage of time of all six categories and Is approximately forty six hours of the 1 ,3^7 total hours worked by the eight staff members*

Since the definition

for this category refers to all the time spent in inter­ preting the Girl Scout Movement to the total membership and/or to the total community, it excludes the time spent by the four Field Executives in the public relations activities they may perform in their geographical sections* The definition was made in order to emphasize only total agency public relations* During the month studied, the staff and volunteers prepared for the annual cookie sale*

However, responsibility

for all promotion such as newspaper stories, radio and tele­ vision programs, posters, exhibits, conferences, and related activities was the chief function of the Public Relations Director who was not included in this study*

The Public

Relations Director was hired only prior to this time study and was not familiar with the Job responsibilities*

Table I, page 28, shows the range between the eight workers In the percentage of total study time each spent In Public Relations*

Three workers recorded no percentage,

two workers had *1 per cent, one Field Executive had *5 per cent, the Camping Department Director had *6 per cent and only the Executive Director contributed any signlfican percentage to the total study time of % Z per cent* G*

Training Skills - Program Educationt The total time

spent by eight staff members in Education activities was 21*4 per cent of the total study time*

This activity

represents the second largest percentage of time of the six categories and is approximately 286 hours of the 1,347 total hours*

The percentage contribution shows a wide range

between the Individual workers*

The Program Education

Department Director had 7*9 per cent of the total agency time while the Office Manager had only *1 per cent*

The

Program Education Department Director had almost twice the percentage of total study time as did the Field Executive, Worker S, who contributed the second highest percentage, 4* 1 per cent#

Another Field Executive, Worker H, had the

third highest percentage or 3*3 per cent in this activity* The Program Education Department Director has as her major responsibility the initiation, coordination, and supervision of all activities pertaining to training and

33 FIGURE I PERCENTAGE DISTRIBUTION OF TOTAL AGENCY TIME BY GROUPS OF ACTIVITIES

78

70

l:

Services to Field

m Program Education

Broader Professional Activities

Public Relations

Miscellaneous

Adminis tration

3k

program#

For this reason, It can be expected that her

percentage contribution to the total study time In this activity would be high*

Since, however, she frequently

shares the preparation and teaching of courses with Field Executives, it is assumed that the Field Executives would have a larger percentage of total study time in this activity than would the Office Manager, or Executive Director# The Camping Department Director is responsible for recruiting, training and supervising of professional and volunteer personnel for troop camp, day camp, and summer camp*

However, since this study was conducted in February,

the Camping Department Director shows only 1#9 per cent of total study time in this category*

It may be assumed that

this percentage would increase for her in the early spring months when such personnel is being prepared for camp activities*

The teaching of such courses would be shared

with the Education Program Department Director# This category of activities, by definition, also includes the time spent in supervising staff and students* Supervision for the purposes of this time study has been defined as that conference, regularly scheduled or unplanned, in which the supervisor has definite responsibility to help another individual to understand the policies, procedures, and philosophy of Girl Scouting, and to help that worker to im­ prove her skills and techniques in order to provide the

35 agency*s services to the membership#

According to the job

descriptions, the Executive Director, the Education Program Department Director, the Camping Department Director, and the Office Manager have definite supervisory responsibilities. Of these four, however, only the Education Program Department Director spent an appreciable percentage of time in this activity#

The Camping Department Director spent

1 #9 pax* cent of total study time in the entire category of

activity for Training Skills - Program Education but none of the 1.9 per cent was recorded under supervision.

The

Executive Director and the Office Manager spent each .1 per cent in the total category of Training Skills - Program Education but neither of them recorded time for actual supervisory activities.

Time spent in supervision may have

been recorded incorrectly under individual conferences with staff in Administration or other categories. Although all four Field Executives recorded time in Training Skills - Program Education, only one Field Execu­ tive recorded any time under the section supervision. Worker F, who has an Assistant Field Director, recorded .3 P©r cent of-her total hours as being spent in supervising a staff member.

Worker E, also a Field Director, recorded

2.0 per cent of her total hours as being spent in super­

vising a volunteer.

36

Dm

Direct Services to the Field: The total time spent by

eight workers In Direct Services to the Field was 20*5 cent of the total study time*

This 20*5 per cent repre­

sents approximately 26? total hours of the total study time of 1 ,3^7 hours* One Field Executive, Worker F, contributed

per

cent to the total study time, this percentage of total study time being the highest• The lowest percentage of time, .2 per cent, Is represented by three workers, the Education Program Department Director, the Camping Department Director, and the Office Manager.

The Executive Director

contributed only slightly more than these three workers, or ♦3 per cent of the total study time.

The variation in per­

centage by the three administrative workers and Office Manager is negligible. The variation in the total study time percentages as contributed by the four Field Executives is also very small, ranging from 5*2 per cent for Worker F to hmk per cent for Worker E. The three administrative personnel, Workers A, B, and C, and the Office Manager, however, distributed their time in this activity of Direct Services to the Field in such items as staff and volunteer meetings and conferences, and travel time.

The four Field Executives, however, distributed

their percentages of time in Direct Services to the Field in

such aotlvities as preparation and planning, writing reports, dictation, troop visits, conferences and meetings with volun­ teers and staff and a large portion of their time in travel* E*

Broader Professional Activities*

The total time spent

by eight workers in Broader Professional Activities was A#5 per cent of the total study time.

This activity accounts

for approximately eighty two hours of the total 1 ,3A? recorded for the month hy the eight workers*

As can he

seen hy Table 1, page 28, the eight workers ranged from ,1 per cent for the Office Manager to 1*A per cent for the Education Program Department Director*

Again, the low per­

centage of time recorded by the Office Manager may be explained by the Job description.

She is not required or

expected to attend social work or community meetings as are the Executive Director and the administrative personnel* Both the Education Program Department Director and the Camping Department Director contributed more to this activity percentage*

Both attend camp meetings, recreational con­

ferences, training institutes, social work conferences, and other similar meetings*

It was during this month, also,

that the Camping Department Director became an administra­ tive officer in a professional camp organization and the meetings she attended toward the latter part of the time study period helped her to increase the percentage of total

38 study time in Broader Professional Activities# Contrasted with the percentages of these two adminis­ trative personnel, the Executive Director recorded only #4 per cent of total study time which is the same percentage as one of the Field Executives, Worker F#

This *4 per cent

represents approximately five hours of the total study hours of 1,347* •*

The Field Executives spent slightly more than the Office Manager and almost an equal percentage of total study time as did the Field Executive in Broader Professional Activities#

Workers E and 1 hoth contributed *2 per cent

while Worker F contributed *4 per cent and Worker 0 had #5 per cent#

The four Field Executives combined contributed

1*3 per cent to this activity which is the same percentage

that the Camping Director contributed.

The four Field

Executives and the Office Manager combined to make the same percentage as the Program Education Department had, 1*4 per cent., The definition of Broader Professional Activities as stated in the instructions limited staff to those activities in which they participated as representatives of the agency* Because of this narrow interpretation, many workers did not Include the time spent in such meetings, conferences, and institutes when they were not representatives of the agency, although such time spent was important for their professional

growth and development*

Such time was not recorded In this

study and the omission is serious because the 3*2 per cent of total study time spent In Broader Professional Activities is misleading* F,

Miscellaneous: This category Included such time as

lunch and rest periods, leave, and other*

According to

the instructions luncheon meetings were excluded,

In

discussions with the staff, It w^s decided also to exclude those lunch periods in %ttilch the worker conferred with volun­ teers or with staff on agency matters which could not be discussed at other times#

Frequently, the staff found it

necessary to have these individual conferences with neighbor­ hood chairmen, district chairmen, troop leaders, and others at this period. The total study time for this category was 6*2 per cent or approximately sixty-seven hours.

The individual

Workers ranged from 1*3 per cent for one Field Executive, Worker E, to

per cent for the Executive Director#

Worker

E, therefore, had an average of sixteen hours free for lunch periods during this twenty-day period. The Executive Director, because of her position, found it necessary to lunch with Board members, other volun­ teers, and staff, and to discuss at that time business matters concerning the total agency.

Such conferences are

considered as part of working time and have been entered

under more appropriate columns than here* II*

ANALYSIS OP TOTAL STUDY TIME BY GROUPS OF WORKERS

For the purpose of this analysis of total study time, the eight workers were grouped according to their job function and responsibility*

The Executive Director, the

Program Education Department Director, and the Camping Department Director have been grouped together and will be referred to as Administrators*

All three are largely

responsible for total agency program as contrasted with the four Field Executives, the second group, who are largely responsible for geographical section program*

The Office

Manager, because her position is not comparable to the others in this study is not placed in either category but is placed alone and forms the third group or division. Table II shows the percentage of total study time which each of these three groups contributed to the total study time in the six main categories of Administration, Public Relations, Training Skills - Program Education, Direct Services to the Field, Broader Professional Activities and Miscellaneous* In the field of Administration, it can be seen that the three Administrators together contributed the largest percentage, or 19 *^ per cent, to the total percentage of

TABLE II PERCENTAGE OF TOTAL STUDY TIME BE GROUPS OF WORKERS Broader 1 Direot Profes­ Public Adminis­ Rela­ Program ; Services sional Miscel­ tration tions Education to Field Activities laneous

Total

■1J.*

2*5

9.8

.8

3.2

1.6

37.3

Field. Executives

13*7

.6

11*5

19.5

1*2

3.7

50.2

Office Manager

11*1

♦ jL.

.1

el

.9

12.5

Study Total

W-.2

3.2

21*k

*.5

6e2

100.0

Administrators

__ . £

20*5

42 study time spent in this activity*

The Field Executives

contributed approximately 5 per cent less time than the Administrators , or 13# 7 per cent, while the one Office Manager contributed 8 per cent less than the three Adminis­ trators, or 11#1 per cent* The distribution of administrative time for all three groups was, however, somewhat similar in that general rou­ tine office work received the largest percentage of study time in Administration* The time spent by the three groups of workers in administration may be presented in this manner: Mihutes

Hours

Admlnl strator s

20,385

339 ♦

Field Executives

10,585

604 ♦

6,870

113 4

37,840

1,056 4

Office Manager Total in Admlnistrati on

In public relations, the three Administrators again contributed the largest percentage to the total study time in this activity.

These three workers contributed 2#5 per

cent while the four Field Executives contributed only .6 per cent and the Office Manager contributed *1 per cent to make the total of 3*2 per cent for total study time in Public Relations*

This material can be presented:

43

Administrators

Minutes

Hours

2,350

39 ♦

445

7+

Field Executives Office Manager Total in Public Relations

15 2,810

t— 46 ♦

In Training Skills - Program Education, the four Field Executives contributed the largest percentage, or 11*5 per cent to the total study percentage of 21*4 per cent*

The three administrators contributed slightly less

than the Field Executives, or 9*8 per cent, while the Office Manager contributed the least percentage, or #1 per cent* This *1 per cent contribution of the Office Manager is the same as her contribution to the total study time in three categories of activities:

Public Relations, Training Skills

Program Education, and Broader Professional Activities. This information in minutes and hours may be shown in this manner: Minutes

Hours

Administrators

8,320

Field Executives

8,815

146 *

75

I♦

Office Manager Total in Training SkillsProgram Education 1?,

138

Ii4

In Direct Services to the Field, the four Field Executives contributed almost the total percentage of time to the total study of 20#5 per cent*

The four Field

Executives spent 19+5 P©** cent of the total study time in serving the geographical sections*

The three Adminis­

trators contributed only *8 per cent while the Office Manager contributed *2 per cent to the total of 20*5 per cent* This may be shown in minutes and hours as: Minutes Administrators Field Executives Office Manager Total in Direct Services to the Field

Hours

725

12 ♦

15,230

253 ♦

90

1 ♦

16,045

266 ♦

In Broader Professional Activities, the three Admlnis trators contributed a larger percentage to the total study time than did the four Field Executives and the Office Manager*

The three Administrators contributed 3*2 per cent

while the four Executives contriubted 1*2 per cent and the Office Manager *1 per cent* This may be shown in minutes and hours as:

Minutes Administrators

Hours

3,005

50 *

970

16 +

Field Executives Office Manager

45

Total in Broader Professional Activities

4,020

66 +

In Miscellaneous, the four Field Executives together contributed 3*7 per cent to the total study time spent in lunch, rest periods and others.

The three Administrators

contributed 1.6 per cent while the Office Manager con­ tributed .9 per cent to the total study time of 6*2 per cent* This may hi so be shown as: Minutes

Hours

Adminl strator s

1*510

25 ♦

Field Executives

2,815

46

Office Manager Total in Miscellaneous

955

15 ♦

5*280

86 *

The three Administrators contriubted 37*3 per cent to the total study time in all six categories while the four Field Executives contributed 50*2 per cent and the one Office Manager contributed 12#5 per cent. In terms of minutes and hours this is:

Minutes

Hours

Administrators

34,295

571

Field Executives

38,860

638

7,690

128

80,845

1,337

Office Manager Total time spent in all six categories Ill*

ANALYSIS OF PERCENTAGE DISTRIBUTION OF GROUPS OF WORKERS TIME BY GROUPS OF ACTIVITIES For the purposes of this section of the analysis the

eight workers were again classified in three groups: istrators, Field Executives, and Office Manager*

Admin­

The total

minutes and hours spent by each group was then analysed according to the distribution of time in the six categories by each group of workers* Table III Illustrates this information. page

Figure 2,

presents this information in pie chart form* It can be seen from both the Table III and Figure 2

that the three Administrators together spend 53#7 per cent of their total time in Administrative activities as con­ trasted with the four Field Executives who spend 27*2 per cent of their total time in this activity.

The Office

Manager spends 89*3 per cent of her total time. In Public Relations, the three Administrators com­ bined spend 7*1 per cent of their total time in this activity

SABLE III PERCENTAGE DISTRIBUTION OF GROUPS OF WORKERS TIME BY GROUPS OF ACTIVITIES

Public Rela­ Adminis­ tione tration

Broader Profes­ Direct Miscel­ Services sional Program Education to Field Activities laneous

Total

Administrators

53* 7

7*1

Zk.Z

2.1

8.5

h+kr.

100.0

Field Executives

27*2

1.1

22.7

39.3

2*5

7.2

100.0

Office Manager

89*3

*2

1.0

1.2

.6

7.7

100.0

48 as contrasted with the 1*1 per cent spent by the four Field Executives total time or that of the Office Manager who spent .*2 per cent of her total time in Public Relations* In the next category, Training Skills - Program Education, both the three Administrators and the four Field Executives spend almost the same percentage of their groups total time in this activity*

The Administrators spent 24*2

per cent of their time in this activity as contrasted with the 22*7 per cent spent by the Field Executives*

The

Administrators, to state this in another way, spent a total of 34,295 minutes or approximately slightly more than 571 hours*

Of this total, they spent 8,420 minutes or slightly

more than fourteen hours in Training Skills - Program Education*

The Field Executives spent a total of 38,860

minutes or approximately 638 hours*

Of this total, they

spent 8,815 minutes or slightly more than fourteen hours in Training Skills - Program Education*

The number of

hours spent by these two groups of workers is approximately the same but the percentages, based on one group^s total working hours, are slightly different, as can be seen in Table III, page 47. In Direct Services to the Field, the four Field Executives spend 39*3 per cent of their total time in this activity of organizing, maintaining and strengthening the Oirl Scout troops and committees in a given geographic

49 FIGURE I I PERCENTAGE DISTRIBUTION OF GROUPS OF "WORKERS TIMS BY GROUPS OF A CTIVITIES

Z%

ADMINISTRATORS 99999999999999999

2Z.1% 7*2;

OFFICE MANAGER

FIELD EXECUTIVES Administration Program Education Broader Professional Aetivites

\

1 Public Relations Servioes to Field

t^WWl Misoellaneous

section.

The three Administrators, In sharp contrast,

spent only 2*1 per cent of their total time in this service* The Office Manager spent only 1*2 per cent of her time# The Administrators spent 8*5 per cent of their total time in Broader Professional Activities while the four Field Executives recorded only 2*5 per cent ©f four workers total time as being spent in this activity.

The Office Manager

spent only *6 per cent of her total time# In Miscellaneous, the three Administrators spent per cent of their total time in lunch, rest periods, and other while the four Field Executives spent 7*2 per cent of their total time and the Office Manager spent 7*7 per cent of her total time# IV#

ANALYSIS OF INDIVIDUAL VOBEERS TIME

The material was analyzed according to the percentage of time each individual worker spent in relation to her own total working hours*

The Master Tahle, Appendix, illus­

trates this in terms of minutes and in terms of percentages for each of the sixty-three sections under the six categories# Table IV shows the percentage distribution of the individual workers time by groups of activities#

The Bar Graph, page 53,

presents this material in another manner for purposes of contrast#

TABLE IV PERCENTAGE DISTRIBUTION OF INDIVIDUAL WORKER1$ TIME BY GROUPS OF ACTIVITIES

E Broader Profes­ Public Services sional Adminis­ Rela­ Program Miscel­ tration tions Education to Field Aotivltlee laneous A

Workers A B 0 D E F G H Agency Total

7A.8 19*© 61.7 89-3 26.9 3M 16.A

B

C

15.6 -

26.0

A.9 .2 A.l •5 .1 -

AA.2

3.2

D

Total

26.?

2.8 1.6 2.0 1.2 35.3 41.9 38.8 40.3

2.9 11.9 11.1 .6 1.6 2.9 4.0 1.3

2.9 4.6 5.5 ?.? 10.5 5.1 7.9 5.7

100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0

21,4

20.5

4.5

6.2

100.0

1.0 62.9 14.8 1.0 21.6 10.2

32.8

52 A*

Admlnistratlon: In Administration, the Office Manager

spent 89*3 per cent of her total working time in this activity.

This 89*3 per cent was concentrated in individual

conferences with other staff members which was concerning records, reports, budgets, stenographic assistance, mileage reports and similar activities.

These conferences accounted

for 31#® per cent of the Office Manager1s total working time. For general office routine, the Office Manager recorded 29.4 per cent of her total time and in conferences with other individuals not staff or volunteer, she recorded a high per­ centage of 10.1 per cent of her total time.

For conferences

with volunteers she recorded 7.5 per cent of her total time. The remaining time was divided In supporting activities. The Executive Director recorded a total of 74.8 per cent of her total working time in Administration while Worker 0, the Camping Department Director recorded almost as high percentage, or 61.7 per cent of her total time in Administra­ tion.

However, these two workers distributed their time in

Administration quite differently.

For example, the Executive

Director spent only 1.0 per cent of her total time in prepa­ ration and planning while the Camping Department Director spent 5*7 per cent of her total time here.

The Executive

Director, however, has a full time stenographer while the Camping Department Director must rely on sharing of steno­ graphic help with other workers.

53 FIGURE III

PERCENTAGE DISTRIBUTION OF INDIVIDUAL WORKER1S TIME BY GROUPS OF ACTIVITIES

2.9% 2*9%

per cent of her total time in this activity.

The Program

Education Department Director, the Office Manager like Workers 0 and H, recorded no time*

B*

Public Relations: The Bar Graph and Table IV, page $1,

both Illustrate the fact that the eight workers spent a very small, if any, percentage of their individual time in this category*

If the Public Relations Department

Director had been included, however, it can be assumed that the total study time for this activity would have been much higher and that the total study time in the other categories would be proportionately smaller, and the dis­ tribution of total study time as represented by eighteen workers would be different from the distribution of total study as represented by only eight workers* Worker A, the Executive Director, recorded 15*6 per cent of her total time as being spent in Public Relations* She distributed this time in such activities as group con­ ferences which received 3*8 per cent of her total time, other conferences meaning community individuals which received 6*8 per cent of her total time, and in meetings with volunteers which received 1*9 per cent of her total time*

The 6*8 per cent under other conferences was spent

in discussing and coordinating publicity plans for the annual cookie sale, the May Company Birthday party which celebrates the Girl Scout Birthday, and similar activities* The 1*9 per cent spent with volunteers represents the volun­ teer committee on Public Relations*

Worker G recorded 4*9 per cent of her total time in

...

Public Relations and this concerned activities centering around publicizing the Gamp Program which is for total agency constituency*

The damping Director spent the

majority of her time in group conferences, or 4*1 per 9

cent of her total time in Public Relations*

Travel for

both the Executive Director and Camping Department Director took * 3 per cent of their individual time in Public Relations* One Field Executive, Worker E, was the only other individual who recorded any appreciable percentage of individual total in public relations*

Worker E spent 4*1

per cent of her total time in this activity but unlike the Executive Director and Camping Department Director, this Field Executive distributed her Public Relations time among such activities as reports which accounted for ♦? per cent of her total time, dictation which took .5 per cent, con­ ferences with volunteers which took *7 per cent, conferences with staff which took 2*0 per cent.

She recorded no time

in travel for this category* C*

Training Skills - Program Education: All workers, with

the exception of the Executive Director and Office Manager, spent an appreciable amount of their total individual time in this activity*

As can be expected, the Education Program

Department Director spent 62*9 per cent of her total time in

this activity.

This worker spent a total of 9#875 minutes

for the twenty-day period and Training Skills - Program Education activities accounts for 6,205 of these minutes. Or, of a total of approximately 162 hours which this worker spent in all activities, approximately 103 hours were spent in this one activity. Preparation and teaching or supervising training courses accounted for 26.6 per cent of her total time, while supervision of staff including graduate students in Social Work accounts for 6.2 per cent of her time.

On the

other hand, supervision of volunteers took only 2.0 per cent of her time.

After the volunteers successfully complete

their training courses they are, if leaders of troops, supervised by the Field Executives in whose section they work. The rest of the time spent hy Worker B in this activity is divided among such activities as conferences, travel, preparation for reports and supporting activities. Of the three administrative personnel, the Education Program Director recorded 62.9 per cent of her total time as being spent in this activity, the Executive Director recorded 1.0 per cent, and the Camping Department Director recorded 14.8 per cent. The four Field Executives showed less variation. Worker 0 recorded 32.8 per cent of her total time for

Training Skills - Program Education, Worker H spent 26*7 per cent of her total time, Worker E spent 21*6 per cent of her total time, and Worker F spent 10*2 per cent of her time In this activity*

The reason that Worker F, A Field Executive,

spent only 10*2 per cent of her total time in this activity may be explained partly by the fact she has an assistant who shares this responsibility with her* These four Field Executives distributed their time in this category in such work as preparation and teaching courses, travel, and volunteer meetings and conferences, which is similar to the distribution of the time of the other workers* D*

Direct Services to the Field: In this category, which

includes all the time spent in organizing, maintaining and strengthening Girl Scout troops and the development and directing of the essential organizational structure for such purposes, only four workers, the Field Executives, recorded an appreciable amount of time*

Worker F spent & U 9 per cent

of her time In such activities, Worker H spent kQ»3 per cent of her total time, Worker G- spent 38*8 per cent of her total time, and Worker E spent 35»3 per cent of her total time* Contrasted with this, the Executive Director spent 2*8 per cent of her total time in Direct Services to the Field, the Camping Director spent 2*0 per cent of her total time, and

the Education Program Director spent 1*6 per cent of her total time.

The Office Manager recorded 1.2 per oent of

her total time in this activity. The four Field Executives spent the greatest percent­ age of their individual time in this activity in individual conferences or meetings with volunteers*

Worker E, for

example spent 16.0 per cent of her total time in these two activities.

Worker F recorded 25#8 per cent of her total

time for the same activities. cent of her total time.

Worker 0 recorded 15.6 per

Worker H recorded only 6*8 per cent

of her total time as being spent in these two activities. Preparation and planning for this category took 7# 2 per cent of Worker H 1s total time and only 3.8 per cent of Worker F* s total time.

Workers E and 0- recorded km6 per

cent and 5.0 per cent of their Individual time in this preparation and planning.

Travel for all four Field

Executives took a large percentage of individual time. Worker G recorded 10.9 per cent of her total time as spent in travel to conferences, meetings, and similar affairs. Worker F spent 7*2 per cent of her total time in travel, Worker H spent 7.1 per cent of her total time, Worker E spent only 3*9 per cent of her total time. E*

Broader Professional Activities: The eight workers

spent a total of km5 per oent of the total study time in

61

this category*

Worker B, the Education Program Director,

recorded 11*9 per cent of her total time In this category* Because this worker Is responsible for being acquainted with visual aid trends, program media, recreation Information, and similar information, she spends a large percentage of her total working hours in attending meetings, Institutes and conferences*

In turn, she shares this Information with

other social work personnel* The Camping Department Director recorded a 11*1 per cent of her total time in this activity and, like the Education Program Department Director, she frequently represents the Girl Scout Council in Camp conferences, meetings, and institutes*

The Executive Director recorded

2*9 per cent of her total time in this activity*

The four

Field Executives varied in the percentages of individual time they spent from 1*3 per cent for Worker H to 4*© per oent for Worker G* F*

Miscellaneous s This category includes free lunch and

rest periods and workers were instructed to record only that time in which they were free from professional duties*

The

Field Executives for example, may have the half hour free during the day for a lunch period but if such a period occurred during a training course or similar activity, and the worker was not free to leave her group, she recorded

62 tKls time in a more appropriate column, as for example, group conference tinder Training Skills - Program Education* One Field Executive, Worker E9 recorded 10*5 per cent of her total time in this category*

Worker G, another

Field Executive recorded 7*9 per cent of her total time here*

The other workers recorded between 7#7 per cent of

individual time to 2*9 per cent of individual time* V.

ANALYSIS OF THE DISTRIBUTION OF PROFESSIONAL TIME BY EIGHT WORKERS IN SPECIAL ACTIVITIES The material collected was analyzed according to the

distribution of professional time by eight workers in special activities of specific interest to the Girl Scout Council* 1*

Individual Conference Time with Volunteers# Because the Girl Scout activities in Los Angeles are

conducted by 99 per oent volunteer workers and only 1 per cent professional workers, the question arose concerning the amount of time spent by individual professional workers in conference with volunteers in all six categories*

Master

Table, Appendix, shows the minutes recorded by each worker in individual conference with volunteers for each category* However, to show this information in term© of percentage of total study time condensed, see Table V.

TABLE V INDIVIDUAL CONFERENCE WITH VOLUNTEERS

Total Percentage of Study Minutes_____ Total Study Time Adminietration

3,350

4.2 %

150

,Z%

Training Skills Program Education

1,065

1.3 %

Direct Services to the Field

4,075

5.0 ft

Total

8,640

Public Relations

10.7 %

64 In Administration, the eight workers spent a total of 3,350 minutes, ©r 4*2 per cent of the total study time in individual conferences with volunteers*

The Education

Program Department Director and one Field Executive Director, Worker G, did not record any time in this category, and another Field Executive, Worker E, recorded only fifteen minutes*

Five workers, therefore, spent a total of 3,350

minutes In this activity. In Public Relations, the eight workers recorded a total of 150 minutes in individual conferences*

Worker A,

the Executive Director, contributed forty minutes; the Camping Department Director recorded thirty minutes; and two Field Executives, Workers E and G, recorded sixty-five minutes and fifteen minutes*

The percentage of total study

time in this category was *2 per cent, as Is i^iown on Table V, page 63* In Training Skills - Program Education, all workers contributed to the total of 1,065 minutes spent In individual conferences with volunteers*

The Camping Department Director

contributed 260 minutes and the Office Manager contributed only twenty minutes.

The percentage of total study time was

1*3 per cent. In Direct Services to the Field, two workers did not record any time in Individual conferences with volunteers; Worker B, Education Program Director, and Worker 0, Camping

65 Department Director*

The Executive Director recorded only

forty-five minutes and the Office Manager only fifty-five minutes in individual conferences, which means that the four Field Executives contributed all hut 100 minutes of the total 4,©75 minutes, or 5*0 per cent of total study time. A total of 8,64© minutes was spent by all eight workers in all categories in having individual conferences with volunteers.

In terms of total study time, this is

10*7 per cent. 2.

Meetings with Volunteers. Table VI shows the total number of minutes spent by

eight professional workers in meetings with volunteers. The second column of this table shows this Information in terms ©f percentage of total study time. Contrasted with the percentage of total study time of 10*7 per cent spent in individual conferences with volun­ teers, the percentage of total study time spent in meetings with volunteers is somewhat less, or only 7*0 per cent of the total study time. In Administration, the eight workers recorded 2,195 minutes as being spent in volunteer meetings, or 2*7 per cent of total study time.

All workers, except two Field

Executives, contributed to this total.

The Executive

66

TABLE VI MEETING'S WITH VOLUNTEERS

Total Study Minutes Administrati on

Percentage of Total Study Time

2,195

2.7 %

Public Relations

210

.3 %

Training Skills Program Education

635

.8 %

Direct Services to the Field

2,560

3.2 %

Total

5,600

7.0 %

67

Director contributed 840 of her total minutes and the Office Manager contributed only 120 of her total minutes* In Public Relations, only one person recorded time spent in volunteer meetings.

The Executive Director spent

210 minutes, or *3 per cent of total study time here.

In Training Skills - Program Education, three workers did not record any time in volunteer meetings.

Worker F, a

Field Executive, recorded 360 minutes while others recorded only small amounts of time.

In this category, volunteer

committee meetings took only *8 per cent of total study time* In Direct Services to the Field, 29$6o total minutes were recorded, or 3m 2 per cent of total study time was spent in volunteer committee meetings.

With the exception of

Worker G who recorded 135 minutes, the rest of the volun­ teer meeting time was recorded by the Field Executives. 3*

Individual Conference Time with Staff* The total study time spent in individual conference

with professional staff was 7>370 minutes, or 9*1 per cent of the total study time, which is almost the same percentage of time spent in individual conferences with volunteers. In Administration, the percentage of total study time was 7*0 per cent in staff conference, which is much higher than the 4*2 per cent spent in volunteer conferences under

68

Administration*

All but one worker, Education Program

Director, recorded time in individual staff conferences* In Public Relations, the total staff spent only *2 per cent of the total study time in individual staff conferences and this is equal to the total study time of •2 per cent spent in individual volunteer conferences in Public Relations*

Individual conferences with volunteers

in Public Relations took 150 minutes, while individual conferences with staff in the same category took approxi­ mately the same* In Training Skills - Education Program the eight staff members spent a total of 415 minutes, or *5 per cent of total study time in staff conferences, as compared with 1,065 minutes, or 1*3 per cent of total study time spent

in volunteer conferences* In Direct Services to the Field, the eight members spent 1,000 minutes, or 1*2 per cent of total study time in staff conferences, as compared with 4,075 minutes, or •5 per cent of total study time spent in volunteer con­ ferences for the same category, as shown in Table VII* 4*

Meetings with Staff* The eight workers spent a total of 4,410 minutes in

staff meetings, or 5*5 per cent of the total study time, which is

similar to the 7.0 per cent they spent in volunteer

69

TABLE VII INDIVIDUAL CONFERENCE TIME WITH STAFF

Total Study Minutes

Percentage of Total Study Time

5,810

7.2 %

Public Relations

145

.2 %

Training Skills Program Education

415

.5 %

Direct Services to the Field

1,000

1*2 %

Total

7,370

9.1 %

Administration

meetings*

The largest percentage of staff meeting time was

recorded under Administration, 5»0 per cent, and only negligible amounts in the other three categories, as shown on fable VIII. $0

Travel* Unlike an agency operating a building centered

program, the Los Angeles Girl Scout Council works through a decentralized organizational structure.

The ten Field

Executives are each responsible for a geographic section and it is in this section that they spend the majority of their time, coming into the main office only for staff meetings, board committee meetings, or for Information and supplies*

The administrative personnel and department

directors, however, maintain headquarters at the main office and leave only for sectional and neighborhood meetings, training courses, or for special community * activities for which they have professional responsibility. Of necessity, the total staff may be expected to spend a large percentage of total study time in travel.

All workers

have the use of a car, either their own or that of another staff member. Total study time, as represented by these eight workers, spent in travel was 102 hours, or 7+6 per cent of the total time*

Travel for Direct Services to the Field

71

TABLE VIII MEETING-B WITH STAFF

Total Study Mlnutee Administration

Percentage of Total Study Time

3,960

5.0 %

Public Relations

180

.1 %

Training Skills Program Education

120

.2 %

Direct Services to the Field

150

.2 %

Total

>10

5.5 %

claimed fifty-two hoars, or 3*9 per cent of the total study time*

Travel for Public Relations purposes claimed the

smallest percentage of travel time, or *1 per cent, which represents slightly more than one hour*

Administrative

travel time and Training Skills - Program Education travel time were almost equal, being 1*3 per cent of the total study time, or approximately eighteen hours*

Travel for

Broader Professional Activities took 1*0 per cent of total study time, or approximately slightly more than thirteen hours* The four Field Executives as a group spent the most time in travel through their sections*

Worker E spent 6*5

per cent ofher total time in travel, Worker F spent 14*5 per cent ofher total time in travel, Worker O spent 15*1 per cent ofher total time in travel, and Worker H spent 10*0 per cent of her total time in travel*

The Executive Director spent only 1*8 per cent of her total time in travel for all the categories, while the Education Program Department Director spent 8*3 per cent of her total time.

This worker, because of her position,

supervises or conducts training courses throughout the city in addition to her frequent travel to many various meetings concerning training in general* record any travel time*

The Office Manager did not

JOB CONTENT OF ONE FIELD EXECUTIVE The preceding chapters have dealt with the distri­ bution of time in the six main categories of activities by the total study time, by individual workers and by groups of workers*

The quantity of work has been emphasised through­

out the analysis, both in hours and in percentages*

Of

equal importance to the amount of work performed in each of these six descriptive categories are the types of duties and responsibilities an individual worker assumes*

An

analysis of the job content in terms of typical tasks is pertinent in this thesis.

This chapter;is, therefore,

concerned with the Job content of Worker F, a Field Executive* The job content of Worker F has been selected for several reasons.

Her work was picked for analysis since

the position she holds is comparable to the position of District Executive, as described in the Welfare Federation Job Classification and Pay Plan*

The definition of this

position is stated as follows: Subject to general policy, to assist in the planning and directing of the work of an agency by having charge of its program in an assigned district, or to assist in directing the district program* and to do other related

74 FIGURE IV PERCENTAGE DISTRIBUTION OF WORKER F*S TIME BY GROUPS OF ACTIVITIES

J Administration

I

1 Public

-* ™ -- - aat*v 1_c ©s to the Field Direct Services

[\\\\^\| Broader Professional Activities

He3a tions

Miscellaneous Program Education

work as required.

1

Worker D is also typical of the social group worker hired by the Los Angeles Girl Scout Council.

According to

Gertrude Wilson and Gladys Ryland, Social group work is practiced in four areas which may be distinguished as (1 ) basic social group work practice, that is, work with primary groups; (2 ) super­ vision of basic workers; (3 ) administration of depart­ ments and agencies which provide social group work service; (4) community planning for and coordination of social group work services and agencies.2 The Field Executives of the Girl Scout Council, such as Worker F, perform their functions in all four areas described above but with special emphasis of function in the area of administering units of work and supervision of volunteers and staff in their work with groups. 1.

Duties and Responsibilities of Worker F. Worker F, who has been employed by the Los Angeles

Girl Scout Council since June 1948, has previously been employed by a Metropolitan Girl Scout Council as Executive Director for two years, and by a smaller Girl Scout Council as Executive Secretary for fourteen years.

Previously, she

was employed as a teacher for six years, after having received 1

Los Angeles Community Welfare Federation, Job Classification and Pay Plan (Los Angeles: Community Welfare Federation, 194*577 p. 6 . 2

Gertrude Wilson and Margaret Ryland, Social Group Work Practice (Mew York: Houghton Mifflin Go., 1949) * p* 27#

a Bachelor of Arts degree from a Midwestern University* In her geographical section, Worker F is directly responsible to the Executive Director and Board of Directors for all activities concerning the 177 Girl Scout troops in her section*

These 177 troops have a total enrollment of

2,885 girls and represent the coordinated activities of 1,162 volunteers.

Because of this heavy work load, Worker

F is assisted in her duties by an Assistant Field Executive (not participating in this time study).

Worker F, therefore

trains, supervises, and coordinates the activities of her assistant in addition to her other multiple responsibilities A*

Admlnlstrations In administration, Worker F is respon­

sible for work with the total agency board in planning, policy making and coordinating functions carried by the board of directors*

She participates in board meetings

when the agenda includes consideration of work for *faich she carries specific responsibility*

She participates in

professional staff meetings and contributes from her expe­ rience information and points of view that may be useful to the Executive Director as she advises the board in its work. She is expected to participate in supervisory conferences with the Executive Director to plan, report on, and evaluate her own contribution and ways of work that effect the total job*

When necessary, Worker F serves on volunteer

committees of the Girl Scout Council and carries committee Jobs appropriately delegated to her*

The functions in which

Worker F may participate actively in advising such committees include:

Organizing and irislntaining troops, administering

the program, training and supervising volunteers, providing opportunities for outdoor experience in troops and camps* In the Administration category, Worker F spent 3^*^ per cent of her total working hours, or approximately sixty-eight hours of her total hours of 173 hours and fifteen minutes*

This may be stated another way.

Worker F

spent 4*9 per cent of the total study time in Administrative activities* 6*

Public Relations*

In Public Relations, Worker B is

responsible for contributing Information concerning public relations in her geographical area for the use of the Public Relations Director of the Girl Scout Council*

Worker F is

responsible for the preparation and planning of activities which will assist the Public Relations Director; she is responsible for reports from her geographical section; for attendance at individual conferences and meetings which pertain to total agency Public Relations program. Worker F spent a total of *5 per cent, or slightly more than eight hours of her total 173 hours and fifteen minutes during this month in promoting total agency Public

78 Relations*

Of the total study time spent in this activity,

3.2 per cent, Worker F contributed .1 per cent of the total study time. G.

Training Skills - Program Education:

In this activity,

Worker F is responsible for recruiting and organizing new troops and recruiting, training and supervising volunteer leaders and troop committees.

She makes available oppor­

tunities for outdoor and camping experiences, and she studies program needs of her troops and committees. Worker F spent 10*2 per cent of her total working hours, or approximately nineteen hours, in this capacity. Worker F can delegate many of her training responsibilities to volunteers or to her assistant, and she may serve only in a supervisory capacity.

The total study time in this

category was 21. ^ per cent and Worker F contributed 1*3 per cent to this total. D• Direct Services to the Field: In this category, Worker F has special responsibility for organizing and maintaining troops, advising on needs of existing troops, suggesting where new troops may be needed, advising volunteers who get in touch with sponsors and groups of parents and work with them, selecting and placing leaders, finding meeting places, organizing and assisting troops to register or re-register. She interprets the program to her section and she works

cooperatively with other agencies and organizations in her section.

She is responsible for coordinating the activities

of neighborhood groups within each neighborhood, and of the section as a whole.

She works cooperatively with all volun­

teers and especially with the District Chairman. Worker F spent a total of 41.9 per cent of her working hours, or approximately seventy-three hours, in this activity.

The total study time was 20*5 per cent and Worker

F contributed the highest percentage, or 5*2 per cent, to this total* Broader Professional Activities. Worker F is responsible for evaluating and improving her own work, observing the Girl Scout program in action, studying developments within the Girl Scout organization and in the field of social work of which it is a part, participating in professional organi­ zations, adding to her own knowledge and skill to Increase her professional competence. Worker F spent a total of 2.9 per cent of her total working hours, or approximately five hours, in this category. Of the total study time, 4.5 per cent, Worker F contributed per cent.

During the past several years, Worker F has

attended special University courses on a graduate level in an attempt to continue her professional training.

The

pressures of the Job at the present prevent her from attending social work meetings and similar activities.

F#

Miscellaneous. Worker F spent a total of 5*1 per cent,

or approximately nine hours, for lunch and rest periods# To the total study time of 6.2 per cent in this category, Worker F contributed *6 per cent. For a period of twenty days, Worker F is expected to work a total of 160 hours, excluding lunch periods#

For the

period studied, Worker F worked 169 hours, excluding lunch periods, or a total of nine hours overtime without taking the compensatory time off as allowed by the Staff and Office Manual• By reviewing Worker F* s schedules, it can be seen that she spends the majority of her time in categories C and D, which form the basis of her present Job#

Together,

these two represent 52 #1 per cent of her total time, while category A takes 39*^ per oent of her total time#

Broader

Professional Activities are low, being only 2.9 per cent of her total time#

However, since total agency administration

takes a large percentage Worker F cannot be expected to be active in category E at the present time, without adding additional overtime periods to her present schedule.

CHAPTER V SUMMARY AND CONCLUSIONS An attempt has 'been made to discover and Identify the elements which make up the complex content of the jobs of the eight Girl Scout professional workers by means of a time analysis technique.

By haring each of the eight

members of the Los Angeles Oirl Scout Council account for the use of her time for one work month, a body of data was gathered.

This material was analyzed In terms of the per­

centage of time devoted to each activity, to each category of activities, and in terms of the percentage of time devoted to each category of activity by groups of workers# An attempt was made to discover and identify the similarities and differences between the eight workers and between groups of workers. I,

FINDING'S

Distribution of the use of time.

The eight profes­

sional workers of the G-irl Scout Council divided their time between the six main categories:

A. Administration, B. Public

Relations, C. Training Skills - Program Education, D. Direct Services to the Field, E. Broader Professional Activities, and F. Miscellaneous.

82 It was found that all eight workers together spent the greatest percentage, or 44.2 per cent of total study time In A. Administration, with the three administrative personnel contributing 19*4 per cent to this total, the four Field Executives contributing 13.7 per cent to this total and the one Office Manager contributing 11, 1 per cent to this total. In a decentralized agency such as the Los Angeles Girl Scout Council, Administration is not the sole respon­ sibility of one individual or one group of individuals. Rather, it seems to be a shared responsibility for all eight workers represented in this study and the adminis­ tration of the total agency seems to grow out of group intelligence. The second category receiving the greatest per­ centage of total study time was 0, Training Skills - Program Education.

Here, the eight workers spent 21.4 per cent of

the total study time.

The three Administrators contributed

9«8 per cent while the four Field Executives contributed 11.5 per cent and the one Office Manager contributed .2 per cent. The third category showing the largest percentage of time was D. Direct Services to the Field, which was slightly less than category C, or 20.5 per cent of total study time as represented by the eight workers.

The four Field

Executives contributed 19*5 per cent to the total of 20,5 per cent while the three Administrators contributed *8 per cent and the Office Manager *2 per cent. If, however, Training Skills - Program Education and Direct Services to the Field are considered together since they form the essential core of the Field Executive1s profesilonal job, the total study time spent in these two categories of activities is 40»9 per cent with Field Executives contributing 31*0 per cent and Administrators 10,6 per cent. The eight workers together spent the least percentage of total study time in B. Public Relations, with only 3*2 per cent, and in E, Broader Professional Activities, with only 4,5 per cent.

The three Administrators contributed

2.-5 per cent to B, Public Relations, while the four Field Executives contributed ,6 per cent.

It was found that the

three Administrators contributed 3*2 per cent to Broader Prof essional Activities while the four Field Executives contributed only 1,2 per cent of the total study time, Duties and responslbllitles.

An analysis of the

various duties and responsibilities of each staff member disclosed that each worker participated in a variety of activities and did not limit her time in activities which are considered her specialty.

This variety is essential

in order to bring agency services to the Girl Scout Con­ stituency and to the entire community*

Although the present

job descriptions used by the Los Angeles Girl Scout Council describe the duties of the workers adequately in general terms, constant evaluation is indicated* II*

CONCLUSIONS

The time analysis method proved to be a satisfactory technique for studying the Job content of eight members of a group work agency*

It provided a comprehensive listing

of duties and a framework for comparing workers Job contents in the same and in different classifications* Agency self study, A study such as this provides the Los Angeles Girl Scout Council with an opportunity to examine Itself objectively, evaluating the distribution of time in relation to the agency* s purposes and objectives*

Since no

analysis of the use of professional time was made before the reorganization of the Council, no accurate comparisons in the use of professional time is possible*

The agenoy, however,

can examine the available material to determine whether or not such use of time is the most economical and effective use.

Since the agency is planning to create new positions

or to re-define present Jobs, this study will help in such planning by the professional and volunteer committees*

The

agency is especially concerned with increasing not only the skills of the professional staff in such areas as community organization, recruitment, and record writing, hut also the skills of the volunteer workers in the same areas. Adminlstrative activity. Administrative activity was found to he an essential part of the eight staff members1 Jobs and not the sole responsibility of one individual. The conception of the group workers position as a purely functional Job has been discounted by this study and by Adler1s study.1 Broader Professional Activity.

In view of the small

percentage of total study time recorded in this category of activities, the eight professional staff members!, for several reasons, do not attend or participate to a large degree in total community activities of a professional nature.

If the

agency is aware of the need for professional staff to develop on the Job, provisions for attending such activities should be made. Time spent with volunteers. The total study time spent in individual conferences and meetings, exclusive of training sessions was approximately 18.0 per .cent, which

1 George Milton Adler, The Use of Professional Group Work Time (Los Angeles: University of Southern California, 1959), P. 53.

represents a large portion of total study time#

The ability

to work with volunteers cooperatively on boards, committees, and in supporting activities is an important function of the group worker* Variations in Jobs#

This study has pointed out the

great variations in duties and responsibilities between the eight workers of the Los Angeles Girl Scout Council#

These

variations stress the importance of having and using job descriptions which adequately describe the specific job in detail and not in general classifications, as used by the National Organizations or by the Welfare Federation Job Classification and Pay Plan# Implications for sooial work schools#

Social work

schools tend to emphasize the preparation of social group workers for work with small groups, usually between the ages of seven and eighteen#

The schools stress the

importance of program resources, psychological Information, and community activities for this age group#

However,

the group workers who participated in this study spent a large percentage of their time in administration, in recruiting, training, supervising volunteers for numerous positions, and in individual conferences with volunteers. Areas of activities Included budget planning, fund raising, reports, public relations, community activities on the adult

B? level, and a variety of similar activities* In view of these activities which call for specialized shills, it would appear that additional emphasis needed to be placed on such areas in order to help the social group worker in her professional Job.

In the social work curricu­

lum, areas such as adult education methods, specific program skills, administration, public relations, and supervision, could be emphasized*

Experience in these areas could be

obtained by the social group work student during field work placement* This was a study of the distribution of the use of time by eight selected staff members employed in the Los Angeles Girl Scout Council whose services to the community are offered on a decentralized neighborhood basis*

The

study was concerned with the use of time by these eight members for one working month between January 30, 1950 and February 2k, 1950.

BIBLIO&RAFHS

BIBLIOGRAPHY A«

BOOKS

Adler, George Milton, The Use of Professional Group Work Time. Los Angeles: University of Southern California, I5W. Blythe, Frances, and Grace Coombs, A Study of the Use of Professional Time. Los AngelesT Family Service ofTIos Angeles, 1948. Girl Scouts Los Angeles Couneil, Field Reference Book, Los Angeles: Girl Scout Council, 1948. Girl Scouts of the United States of America, Blue Book of Girl Scout Policies and Procedures, New York: Girl Scouts National Organization, 1948. Girl Scouts of the United States of America, Job Descriptions for Girl Scout Professional Workers. New York: Girl Scouts National Organization, 194-7• Los Angeles Community Welfare Federation, Job Classification and Pay Plan. Los Angeles: Community Wel’fare Federation Research Department, An Analysis of Four Problems Related to the Use of Case Workers Time in Four Family Agencies, Los Angeles: Welfare Counci 1 of the Metropolitan Los Angeles, 1950. Trecker, Harleigh B., "Social Group Work, " Social Work Year Book 1949. New York: Russell Sage Foundation, 1949• Wilson, Gertrude and Margaret Ryland, Social Group Work Practice, New York: Houghton Mifflin Company, 194*9, B.

PERIODICALS

Bruno, Frank J., "Unit Cost of Service In a Case Working Agency," The Family IV (June, 1923)•

Klein, Philip, and Ida C. Merriam, "The Contribution of Research to the Progress of Social Work, ** American Association of Social Workers# Weeks, Genevieve 0#, "Time Study of the Greater Boston Community Survey,a Social Work Journal XXXI (April, 1950).

APPENDIX

training

Public Relatione

Percentage Distribution of groans of

Program Education

of

APPENDIX C

IiOS ANGELES GIRD SCOUT COUNCIL the

®Fum

ummucTiCMS Worker : Bates

Enter full name* Enter month, day, year

Time : The first column gives the time with lines marking eacK five-minute interval* Many activities will continue over several five minute intervals $ put an x as the time it began, draining an arrow down to the time the activity ended* Do not check two activities for the same time period account for all time periods and enter the total for each activity at the end of each day* Persons working hours other than those provided for by the printed time intervals can make the necessary adaptations* Two charts may be used for one day if necessary* Tic account for concurrent activity, abide by the following: When an interruption occurs when you are involved in a continous activity and the interruption is not of sufficient length (less than five minutes) to w a r r a n C t h e breaking of the continuous activity, place a check mark in the column designating the type of activity which created the inter­ ruption* Telephone Calls: Phone calls are not listed in .% separate column. Phone calls in the Girl Scout Agency are usually conferences with staff, volunteer, or other person for a specific purpose such as a conference with a neighborhood chairman to discuss program plans for several troops* Enter this time under the appropriate column* If conference is by phone, use one line* in person, use two lines*

If conference is

ADMIN ISTEAT ION * This category pertains to facilitating ■fche Work of the local and national council as a whole ♦ It concerns overall planning, budgeting, and executing t h a t .work which concerns 'the total staff and membership. For example, a budget committee meeting which will influence the entire council, or, a camp committee meeting which is deciding whether or not to purchase a new camp site*

A ,

mmmm

G* (continued)! Bo not include In this category adminis trative matters which con­ cern only one geographic section such as, West Section.

GQueral Office W o r k . Include opening, reading of mail, routine filing, clearing calendar in preparation of days work, clearing desk before leaving office, reading inter-office memos, cleaning closets, directing visitors to the desired office or staff person, filling mileage forms, reviewing or checking of this schedule* Bo not include preparation for reports or meetings* Bo not include collecting and assembling training aids or storing; these articles after a training session* Ihls should be entered under Section C, number 14* Bo not include purchasing of books, pamphieta, badges, pins. Charge this to the appropriate column and section* Bo not include arranging room, making reservations, etc. but charge this to the specific sec­ tion for which the work was done. Mat, for example, renting a room for the annual meeting should be charged to Building Maintenance, JIdmini atration. E* Building Maintenance♦ Include arrangements for renting central building, temporary.or permanent camp sites, rooms for administrative conferences or special administrative affairs. Include time spent in furnishing and maintaining such facilities as checking heat, light, telephone, repairs, supplies such as furniture, office equipment, sports equips ment, soap, towels. Include time spent investigating such site s * B o not include the investigation "of a suitable camp cook out spot,

training course, a meeting place for neighborhood chairman of a specific district but charge such time to its appropriate category, Section B*

96

AKPEND3X. C (continued) Breparation--planning* Include time spent in preparing and planning for meetings, conferences, general reading, such as national publications, bulletins, local bulletins, publications* In this section, limit such time to admin-* iatratlve matters only, in as far as possible. In other sections^ limit this time only to general preparation and planning. Beportas* Include the preparation of reports which pertain T o t h e ,total agency function, as, for example, the annual report, monthly reports for the Welfare Federation, annual report of Day Camp activity, financial report of the Coofcie Sale, monthly bulletins describing overall activities of the Agency for use primarily by the agency * toils same information applies to Reports in all sections. D o not include reports which are primarily designed for promotion or interpretation of the agency to the public* Hot© : If Field Directors are responsible for preparing statistics or information from their specific section, such time should be included under Reporta— Direct Services to the~gaeTd. However, if one Individual is responsible for compiling all Information from various sections and such material is to be used by the total agency for ad­ ministrative purposes, enter such time spent in preparing the general report here* Do not include time spent in the dictation or writing of such a report. Include this under dictation. 5 • Dictation* Include time spent only in the writing (after preparation is completed, the final copy) or dictating. If dictation is: to a stenographer use one line. If time is spent in writing, use two lines* 6*

Individual Conferences.

This includes regularly scheduled

APPENDIX C (continued) or unplanned discussions with one other individual* If a conference includes more than two individuals, enter such time under Croup Conferences and explain in the column marked Explana t ion s * 6. With Supervisor* Include regularly scheduled or unplanned conference with your supervisor when such conferences concern overall administrative matters or •when you, as a staff member, are being supervised* Bo not include time in which you are supervising another staff member or volunteer* Such time is to be included under Section C, numbers 16 or 17*

Bote; See Supervision, Section C* 7* With Staff* Include regularly scheduled or unplanned conferences with an individual member of your staff , such as, the stenographer, or the Camp Director, or a Field Director when such a conference concerns an administrative matter such as the annual meeting, a visit of a national staff member, general office matters* 8* With Volunteer* Include regularly scheduled or unplanned conferences with a volunteer such as the general chairman of the Cookie Sale, the president of the Board, when such con­ ferences concern an administrative matter only, such as, the Executive Director has a conference with the president of the Board concerning a joint staff meeting or, the Camp Director has a conference with the Chairman of the Budget Committee to plan a budget for Summer Camp* Do not include social chats, which although important for good re­ lationships, are not in this section* Include such time in the last column of the time sheet, number 3, Other, and explain in column mar Iced Hxplanat ions * 9* With Other♦ Include conferences on administrative matters with other professional social workers such as the Director of the Y*W.*C *A*, or the Director or staff person of the Boy Scouts* Include conferences on administrative matters

APKSHDEC C (continued) with. other non-prof©saional workers such as, interviewing a cook or life guard for summer camp, or, a conference with a Health Department official concerning restricted activities at a certain time of the year* Uote: H e a s e state in the Explanation column whether sucli a' 'conference was with another Professional Social Worker by writing Prof. Worker, or with a non-proSessional worker by writing Other » 10. Group Conferences. For the purposes of this study a group conference is an unstructed, temporary (hot regularly scheduled) discussion between three or more individuals for the purpose of discussing, planning, preparing clearing some administrative matter. For example, the Camp Director may decide she needs to consult both with the Executive Director and the Budget Chairman to discuss expenditures for a weekend camp which is open to total membership). Such a conference is not regularly scheduled but is called temporarily for a certain purpose. Or, for example, the Office Manager, the stenographer, and the Executive Director may wish to discuss overall office procedures in order to improve inter-office communications • However, if, at a Staff meeting, a formal committee is ap­ pointed to study office procedures and is delegated to report back with recommendations, such a group is to be considered a committee in meeting. Or, if you are appointed to serve on a committee, even temporarily, time spent in such a committee meeting is to be included'tinder meeting. 11. Staff Meetings. For the purpose of this study, a meet­ ing is defined as a regularly scheduled or temporary gathering of three or more individuals who have a definite agenda, clearly defined responsibilities, purpose, and whose members attend with def inite understanding of their role and responsibility. For example, the budge committee. B o t e : If the meeting is a regularly schedule d event or held primarily for the bene­ fit of one specific group, such as staff, regardless of

APIENDIX C (continued} the number of other individ­ uals present, such as volun­ teers, enter this under staff meetings. If, however, the meeting is scheduled for the benefit of two or more groups as staff and volunteer, divide the time accordingly • Your regularly scheduled Monday staff meetings would be entered here. Also, if several members of the staff are formed in a special committee to discuss, for example, im­ proved methods of registration of all troops, such time would be entered here. 12. Volunteer Meetings. Include your attendance at volun­ teer meetings” for administrative purposes. For example, the Executive Director's attendance at Board Meetings. . Do not include your time in, for example, a neighborhood chairman's meeting. This is to be entered under Section D, number H . 12. Other Meeting®. Include time spent in other meetings for definite administrative purposes such as your time spent in a meeting with the directors and staff of other youth serv­ ing agencies for the purpose of discussing the various agencies!® responsibilities to serve youth in Dos Angeles. Or, for example, your attendance at aa Y.W.C Jk. staff meeting or board meeting where definite administrative policies of your agency will be discussed and which will affect your overall agency function. Or, the Camp Director's attendance at a Ios Angeles Camping Organization and at which the Camp Director will discuss the number of non-Girl Scout Camps eligible for your membership. Do not confuse this section with Broader Professional Activities* 13 • Travel* Include all time spent In travel for administraiive purposes only. Use one line, if by car* Use two lines, if by public transportation. Include time spent in searching for a parking spot* If, during the day, you travel for several purposes, try to charge the time to the appropriate column. For example, you

APPENDIX C (continue#) leave the office to travel to an administrative meeting, charge the time to Section Ja, Administration. leaving this; meeting, you travel to give a training course, charge this time to Section C , number 13. Following this, you travel to a conference with a volunteer leader in your section, charge this to Section D, number 13. Charge the time spent in travel to the f inal destination and purpose. B . PUBLICRELATIONS. This category refers to all time spent in interpreting; theGirl Scout movement to the total member­ ship) and/or to the community at large. Bo not include interpretation or publicity which is designed primarily for a restricted group such as a speech given to the BTA of a certain school in order to secure troop committee volunteers. Botes The May Company birth­ day party, for example, may be entered here if, for example, a newspaper story is written for the main purpose of interpreting Girl Scout movement to the total commun­ ity and uses the May Company party as the reason for the story. Bote t If a radio program is written about the Cookie Sale for the main purpose of interpreting and publicizing the Los Angeles Girl Scout Council, such time should be entered here. 1. Freparation — Flanning. Same as in Section A, but restricted to those preparations and plans dealing with public relations. Include the preparation of a speech but not the presentation of it to an audience. The presentation should be included under number 4 of this section. 3. Reports. Same as in Section M. but restricted to those reports about public relations activities and which will only be used by the Agency for factual Information.

APPENDIX C (continued) S>*

Dictation»

Same as in Section A*

4* Promotion Media* Include the preparation of any publication, such as newspaper story, magazine article, radio script, ■bulletin, poster which is designed for interpretation and publicity* include photographs (mounting, making arrange­ ments, etc* |, exhibits, demonstrations* Include time spent in giving speeches for publicity or interpretation, showing movies, etc* Do not confuse number 4 with number 1 of this section* Humber 1 is the general planning for public relations. Number 4 refers to the specific time spent in do signing, writing a bulletin, for example* Conference with Staff* Same as in Section JU For example, the Camp Director has a conference with Miss Thompson, outlining publicity stories to recruit campers* 6*.

Conferences with Volunteers*

Same as in Section A*

7* Conference with Other * Same as in Section A* The Camp Director may have an interview with the newspaper reporter in order to publicize the new camp* 3*

Croup Conference *

9*

Staff Meetings*

10.

Same as in Section Ju

Same as in Section A*

Volunteer Meetings*

Same as in Section A*

II* Other Meetings* Same as in Section A* For example, Mrs* Clarke may attend the league of Women Voters in order to interpret and publicize the. training facilities offered by the total Girl Scout Agency to professional and volunteer workers* 10*

Travel*

Same as in Section A*

C*> TRAINING SKILLS AND EDUCATION PROGRAM, include all time in recruiting volunteers, planning and executing training programs, supervision of all leaders and staff* Includes the research, planning, making, or providing for program aids including all media which can be used by the entire agency,

AFBEHDDC C (continued) other agencies and/or individuals* 1* preparation— -Planning» Same as in Section A. Remember, this refers to general planning and not, for example, p r e - '« paring for a training course* Reports* S*

Bictation*

Same as in Section Au Same as in Section Au

4* Providing Program A i d s . Include research, developing, making, securing a l l p r o g r a m aids of all media such as speakers, special interest individuals (folk dance teacher for one or few sessions]1, flip movies, training pamphlets, camp exhibits such as buddy burners, craft exhibits# Include maintaining and purchasing library books* U o t e z If, for example, a troop leader wants simple craft sugges­ tions and worker secures or suggests ofcher resourches, enter here. If a volunteer (Board Member) wishes material on leading committee discussion and worker provides such material, enter time here# If worker publishes pamphlets, for example, U!Boints of Interest in I*. A . fl! for leaders to use as program, enter time spent in such preparation here. Include time spent in corresponding for materials from National* Hecruiting* Include recruiting of all personnel except those include a under Providing Brogram Aids* Include here initial conferences m th individuals being recruited until such time that the individual agrees to be a volunteer* From that time on, enter discussions under conferences with volunteers* Bo not include recruiting of professional and clerical staff. This diould be included under conferences with Other under Administration* 6#

Staff Conferences*

Same as in Section A*

7#

Volunteer Conferences*

Same as in Section A

APPSKDIX C (continued) 8.

Other Conferences.

SJame as in Section A.*

9*.

Group Conferences*

Same as in Section A*

Id*

Staff Meetings*

mmmmmmmmmmam

mhmmmmmmmim mmiMimpMIMnW

Same as In Section A*

11.

Volunteer Meetings*

12*

Other Meetings*

13.

Travel*

Sam© as in Section A.

Sam© as in Section A*

Same as in Section A*

14* Preparation for Training * Include only time spent in preparing for a special tp?alning course or one training session* This includes gathering of material, organizing course content, securing or m M n g visual aids, renting film, collecting books. 15* Training Course* Include only time spent in giving or aasisting in a course* If it is necessary for you to remain throughout your lunch hour ^Lth class members, include such time here* 16* Supervision of Staff* Include the supervising of staff and students X^or wKom you are officially responsible only. For the purpose of this paper, supervision is defined as that conference, regularly scheduled or unplanned, in T&iich the supervisor has definite responsibility to help another individual to under stand the policies, procedures, and phil­ osophy of Girl Scouting, and to help; that worker to improve her skills and techniques in order to provide the Agency *s services to the membership. It is the supervisor’s responsi­ bility in such a conference to evaluate the w o r k e r ’s quality of performance on the job* Botes If such assistance Is given to a worker for whom you are not officially designated as super­ visor, include such time under conferences in the appropriate section* 17* Supervision of Volunteer* Same as number 16 in this section but llmited to volunteers. D*

BIBBCT SERVICES TO THE F I E L D . ^ 1±B category includes all

APPENDIX C (continued} the time spent in organizing, maintaining and strengthening Girl Scout Troops and the essential organizational structure for such activities. It Includes information (but not train­ ing) and direct services to one section. I'.>v 1.

Preparation— Planning.

2.

Reports.

Same

as in Section A.

Same as in Section A.

Dictation.

Same as in Section A.

4. Direct leadership. Include time spent in leading troops as, in the absence of leader, or for some special event, such as, sharing responsibility for Court of Honor, or leading hikes, games, song. Include the planning for this special activity under number 1 of this section. 5. Troop Visits. Include time spent in observation. The preparation of an observation schedule however should come under item nuE&>er 1 of this section. 6.

Staff Conferences. Same Volunteer Conferences.

as in

Section A.

Same as In Section A.

8.

Other Conferences. Same

as in

Section A.

9.

Group Conferences. Same

as in

Section A.

10.

Staff Meetings.

11.

Volunteer Meetings.

12.

Other Meetings.

IS.

Travel.

Shme as in Section A. Same as in Section A.

Same as in Section A.

Same as in Section A.

E. E A HT1CHATIQN IN BROADER PROFESSIONAL ACTIVITIES. include community activities in ich you participate as a represent­ ative of the agency, such as Welfare Council meetings, Youth Services, Coordinating Council, B.T.A., meetings of other agencies, AASW?, A&GW, and committees and meetings of School of Social Work. This also includes individual speeches made by staff members which are not primarily for publicity. Indicate specific activity in column to left under ^Activity Name or Explanation.^

105 APPENDIX G (continued) 1. Time in Meetings* Include time spent in actual meeting or in giving a speech* . &« Preparation* Include all time spent in preparation for the 00 aotiviiios, such as phone calls, n o t * iting of minutes, notices, correspondence, reading reports, planning of meetings, etc* travel*, Include all time spent in travel connected with the se actlvities• LUNCH M D REST PERIOD* Include all time spent for lunch and rest periods*, Luncheon meetings will he included under the description of the meeting* LEAVE AND VACATION: Indicate absence from Agency because of illness, vacation or education* State #iich on back of schedule. OTHER: Include all Items not covered in other columns* Civ© explanation in Explana tions column* Please do not abbreviate* Use back of schedule if more space is needed but remember to give Section and Number.

BT:C3fc 1 -2 0 -5 0