Testing Two Contrasting Structural Models of Innovativeness in a Contractual Network

This study examined contrasting models of the impact of formal and informal structural factors and the communication environment on organizational innovativeness. Specifically, three formal structural variables (decentralization, formalization, and slack resources), two informal structural variables (range and prominence), and two communication environment variables (communication quality and acceptance) are posited to be antecedents of organizational innovativeness. In the traditional model, formal structural impacts are posited to be shaped by informal structure. Conversely, the coexisting model argues that both formal and informal structural variables directly affect the communication environment, which, in turn, shapes perceptions of innovativeness. Data were gathered from self-report questionnaires and network analysis communication logs completed by organizational members (N = 79) of a geographically dispersed government health information agency, the Cancer Information Service (CIS). Tests of the models demonstrate that the coexisting model is clearly superior. These results suggest that the dual role of formal and informal structures needs to be more systematically specified as we focus on innovation in new organizational forms, such as the CIS.     

THE CURRENT STATUS OF THEORY AND RESEARCH IN INTERPERSONAL COMMUNICATION

This paper details four alternative perspectives for conceptualizing the interpersonal communication process, emphasizing their implications for the theorist and researcher of interpersonal communication. The four perspectives discussed are the situational approach, the developmental approach, the law-governed approach, and the rule-governed approach. The strengths and limitations of each perspective are examined, and some suggested priorities for future research are offered.     

LEARNING THEORY APPROACHES TO PERSUASION

This review synthesizes relevant research dealing with the processes of learning and suggests its applications to compliance gaining. The two major issues addressed are: (1) to what degree can learning theories explain the acquisition of new attitudes and behaviors, and (2) to what degree are attitudinal and behavioral changes governed by learning theory principles? The learning theories discussed are grouped into three categories: stimulus-response or connectionist approaches; cognitive approaches; and stochastic, mathematical, and cybernetic approaches. The stimulus-response models, which encompass most of the research examined in this paper, are further broken down into four types: (1) classical conditioning, (2) contiguity models, (3) instrumental (or operant) conditioning and (4) models including drive and drive reduction. Principles and major research evidence from numerous learning theories are reviewed and analyzed, and suggestions are made as to how this evidence may aid in the construction of more complete theories of persuasion and attitude change.     

Restating A Client-Centered Approach to Career Counseling

Too often, career counseling is associated with objective test scores and rational decision making. The purpose of this article is to reiterate the importance of considering the client's developing self-concept in career counseling.     

Career Counseling for High School Students,Grades 10–12

The author describes the general characteristics of the secondary school student and suggests pragmatic activities and strategies counselors can use to assist students with occupational decision making.