Date of Award
University or Center
Atlanta University (AU)
School of Arts and Sciences
Dr. Ganga Persaud
The purpose of this study was to determine the relative effectiveness of a participatory intervention process on the level of satisfaction for an employee benefits package. The main hypotheses attempted to determine if the treatment improved: 1. Posttest satisfaction scores of the combined groups. 2. Posttest scores for the direct treatment (delegate) indirect treatment and the control groups as compared to their pretest scores. A randomized sample of ten per cent of the employees were selected and divided into a control group and an indirect treatment group. A ten per cent sample of the indirect treatment group was selected to form a direct treatment group (delegate) . A questionnaire was administered to all groups to obtain pretest scores on old fringe benefits. The direct treatment group (delegate) was given a benefits package and after dialogue with researcher was charged with the options of altering, modifying or creating a new benefits package. Subsequently, the direct treatment group (delegate) informed the indirect treatment group of changes. All groups were then readministered a new benefits package questionnaire to determine their posttest scores. The results show no difference in pretest scores among groups, the posttest scores indicate significant differences. A comparison of pretest/posttest scores for each of the groups indicate significant differences. The main implication is that participants involved in decision-making obtain greater satisfaction and hence, should be used for socialization by school systems. The study indicated that the new fringe benefits were designed to improve the quality of life yet maintain ones income at some parity level and hence, accounted for the improved posttest ratings.
Wilson, Woodrow Jr., "Determining fringe benefits packages for a public
school system: an experimental investigation
of the impact on satisfaction levels
of two specific models" (1986). ETD Collection for AUC Robert W. Woodruff Library. 372.