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ABSTRACT The concept of a 'professional', as distinguished from that of a 'tradesman', encompasses both white collar workers and those who produce excellent work in any occupation. These divergent meanings have a common philosophical source in the way workers justify their work. A worker becomes a professonal by professing reasons for doing his work in a certain way. A worker is a tradesman if the value of his work in trade is the sole justification for the way it is done. Workers can be both professionals and tradesmen, unless what the consumer will buy and what is proper are different, placing 'reason value'and 'trade value'into conflict. Value conflicts are most likely in occupations involving a high level of theoretical knowledge, where the consumer has trouble judging what is proper. Thus, we say that professional persons work in white collar occupations, but that is misleading, for 'professional'is a way of handling value conflicts, not a kind of work. In value conflicts the worker has an obligation to inform the consumer—to profess reasons—about what is proper work.  相似文献   
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  总被引:1,自引:0,他引:1  
The training effectiveness literature has paid little attention to the potentially dynamic interaction of individual differences with various phases of training in determining ultimate training success. This study investigates the role of individual differences in explaining the transfer of learning from 1 phase of training to another among pilot trainees in a multistage, aviation training program. Using 3 of the Big Five factors (Conscientiousness, Emotional Stability, Openness to Experience), the results showed these measures to contribute to the prediction of the number of hours it took for trainees to attain their private pilot's license. Significant interactions between some of these measures and success on an earlier, simulator phase of the training program were also found. The results are discussed in terms of both the role of individual differences in training research as well as the broader issue of transfer of learning between phases of training.  相似文献   
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Portions of three previous studies relating individual differences in employee satisfaction and one study relating Management Communication Style (MCS) to employee satisfaction were replicated across four organizational contexts. Major findings were supportive of the generalizability of the results observed in the previous studies. The interface of superior-subordinate relations and their impact on employee satisfaction were examined through perceptions of employees with regard to the MCS of upper management and the task behaviors (supervision and administration) of their immediate superiors. Results were supportive of the MCS conceptualization and indicated that MCS of immediate superior and MCS of upper management had their primary impact on different dimensions of employee satisfaction. Perceptions of superiors' task behaviors were found to have different impact on employees satisfaction for different organizational contexts. Variability in employee satisfaction predictable from individual employee differences and that predictable from superior-subordinate interface were found to have little overlap. It is recommended that both the individual differences (trait) and superior-subordinate interface (situational) approaches to the study of communication in organizational contexts be continued since the two generate independent predictions of unique variance.  相似文献   
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