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81.
Outcome expectancies of people who conduct performance appraisals were identified in two disparate industries, newsprint and banking, using two methodologies: interviewing and administering a questionnaire. The alternate hypothesis was that appraisers perceive the consequences to them of conducting a thorough appraisal (i.e., giving negative as well as positive feedback) as aversive. This hypothesis was rejected. Appraisers did not perceive any consequences to them for conducting appraisals. Moderate support for the alternate hypothesis was obtained in the second study. 相似文献
82.
GARY RICHARD SCHOENER JOHN GONSIOREK 《Journal of counseling and development : JCD》1988,67(4):227-232
Counselors who have sexually exploited clients require rehabilitation if they are to return to practice. The authors present a model, derived from their clinical experience with more than 1,000 cases, for the assessment and development of rehabilitation plans for impaired practitioners who have sexual contact with their clients. They present a classification system for the perpetrator, an assessment process that leads to the development of a rehabilitation plan, and a method for deciding if rehabilitation has been successful. 相似文献
83.
MICHAEL L. JONES GARY R. ULICNY MARE J. CZYZEWSKI THOMAS C. PLANTE 《Journal of Employment Counseling》1987,24(3):122-129
The authors describe a study of the feasibility of employing mildly mentally retarded persons as care givers in a day care center. 相似文献
84.
GARY F. KELLY 《Journal of counseling and development : JCD》1984,62(5):291-294
Trends toward early admissions require that counselors give increasing attention to the special needs and expectations of students who enter college environments at younger ages. 相似文献
85.
GARY GREEN 《Journal of Employment Counseling》1977,14(2):78-89
This study is one segment of a research project initiated by the Bureau of General Research, Kansas State University, Manhattan, to examine work attitudes and work experience of school personnel and their implications for career education. This article deals with the work-experience portion of that project. Data were obtained through the use of Work Attitude Inventory of Teachers (WAIT), a survey instrument that included a work-experience questionnaire. The instrument was administered independently to school administrators, vocational educators, secondary teachers other than vocational, elementary school teachers, and guidance and counseling personnel. Respondents recorded work experience outside teaching as well as teaching experience. The responses were categorized according to length of employment (full, part time, summer) and according to the U.S. Office of Education's 15 career clusters. The combined sample of 831 respondents to the work-experience element showed an average of 14.5 years of teaching experience and one out of five persons with no work experience outside education. Most work experience recorded was of a temporary nature and usually in a low-level or menial category. 相似文献
86.
GARY F. KELLY 《Journal of counseling and development : JCD》1971,49(10):809-814
High school students participated in a group which was structured to emphasize the changes and problems associated with adolescence. The group was given the opportunity as a whole—as well as in segregated sections of boys and girls—to discuss various aspects of human sexuality. Among the major themes were sexual arousal in boys and girls, masturbation, development of sexual roles, and responsibility in sexual behavior. Individuals clarified their own values, feelings, and self-concepts through interaction with peers in a counseling atmosphere. 相似文献
87.
ANN MARIE RYAN ROBERT E. PLOYHART GARY J. GREGURAS MARK J. SCHMIT 《Personnel Psychology》1998,51(3):599-621
Research examining coaching effects on test performance and other outcomes in selection settings has been limited despite an increase in test orientation programs. This study examined factors potentially related to self-selection into a test preparation program, the outcomes of such a program, and the differential effectiveness of the program. Attendees were more likely to be female, African American, and low in Stress Tolerance. After considering potential differences due to self-selection, attendance was unrelated to ability test performance, anxiety, or motivation levels. No evidence of the differential effectiveness of the program based on characteristics of attendees was found. Implications for research and practice related to test preparation programs in selection contexts are discussed. 相似文献
88.
89.
THE EFFECTS OF SELF-SET, PARTICIPATIVELY SET AND ASSIGNED GOALS ON THE PERFORMANCE OF GOVERNMENT EMPLOYEES 总被引:1,自引:0,他引:1
A government agency wished to define effective supervisory behavior. Fifty-seven government employees participated in the job analysis. The employees were randomly assigned to one of three goal setting conditions, namely, self-set, participatively set, and assigned goals. The task required each individual to brainstorm individually job behaviors that he or she had seen make the difference between effective and ineffective job behavior as a supervisor. Goals were set in terms of the number of behaviors to be listed within 20 minutes. There was no significant difference in goal difficulty between those with participatively set goals and those with self-set goals. Goal difficulty was held constant between the participative and assigned goal conditions by imposing a goal agreed upon by an employee in the participative condition upon an employee in the assigned condition. There was no significant difference among the three goal setting conditions regarding goal acceptance or actual performance. This was true regardless of employee age, education, position level, years as a supervisor, or time employed in the public sector. The correlation between goal difficulty and performance was .62, .69, and .74, respectively, in the participative, self-set, and assigned goal conditions. 相似文献
90.
THE EFFECTS OF PARTICIPATION AND GOAL DIFFICULTY ON PERFORMANCE 总被引:2,自引:0,他引:2
Previous research comparing the effects of assigned versus participatively set goals on performance were essentially tests of the null hypothesis in that goal difficulty level was not systematically manipulated. The present laboratory study investigated the effects of assigned versus participatively set goals, and the effects of varying goal difficulty level on an arithmetic task. Eighty-six college students were assigned to either a participative goal condition or one of three assigned goal conditions. In two of the assigned goal conditions participants were assigned goals equal to those set in the participative condition, the difference being that individuals in one group were assigned goals at random and those in the other group were assigned goals on the basis of their premeasure scores. Participants in the third assigned goal condition were randomly assigned a goal in the top quartile of the goals set participatively. As hypothesized, individuals with hard assigned goals had higher performance than peers with lower goals set in a participative manner. Contrary to modern organizational theory, individuals with participatively set goals did not have higher performance than those with assigned goals of equal difficulty. Personality traits were not found to moderate the effects of goal setting on performance. 相似文献