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41.
JOB SEARCH BEHAVIOR OF EMPLOYED MANAGERS 总被引:3,自引:0,他引:3
Job search typically has been thought of as an antecedent to voluntary turnover or job choice. This study extends existing literature by proposing a model of the job search process and examining the search behavior of 1,388 employed managers. Managers were surveyed about their job search and voluntary turnover activities. Survey data were matched with job, organizational, and personal information contained in the data base of a large executive search firm. Results suggest that job satisfaction, compensation, and perceptions of organizational success were negatively related to job search, while desire for more work-family balance and ambition exhibited positive relations with search. Perceptions of greener pastures did not have much effect on job search among this group. Results also indicated that although some job search activity does facilitate turnover, a considerable amount of search does not lead to turnover. Thus, it appears that search serves many purposes. 相似文献
42.
The present study evaluated whether creativity training and interpersonal problem-solving training reflect equivalent or complementary skills in adults. A sample of 74 undergraduates received interpersonal problem-solving training, creativity training, neither, or both. Dependent variables included measures of problem-solving and creative performance, and problem-solving and creative style. The results suggested that creativity and interpersonal problem-solving represent complementary skills, in that each training program specifically affected performance only on related measures of performance. A combination of programs affected both abilities. Creativity training and interpersonal problem-solving training are popular psychoeducational interventions that developed in isolation from each other. Originally thought of as a mysterious process, the empirical analysis of the creative act can be traced to the work of Wallas (1926). Under the assumption that creativity is a desirable trait, a number of scales and training programs have been developed to measure and enhance creative skills. Creativity training has been used primarily in educational and industrial settings (e.g., Basadur, 1981). The principles of interpersonal problem-solving training have emerged more recently, in the work of Spivack and Shure (1974; Spivack, Platt, & Shure, 1976) and D'Zurilla (D'Zurilla & Goldfried, 1971; D'Zurilla & Nezu, 1982). These authors conceptualized interpersonal problem-solving training in the context of behavior therapy, and for this reason the literature on interpersonal problem-solving is more closely associated with therapeutic settings. Creativity and interpersonal problem-solving skills can be conceptually distinguished on the basis of their goals. Interpersonal problem-solving refers to one's skill in determining the means by which to achieve a specific end or overcome a specific problem. Creativity, on the other hand, need not be oriented towards achieving specific ends; it is associated with the capacity for thinking in new and different ways. Koestler (1964) has even argued that these two goals can be inimical, at least in adults, in that the ability to combine information in unique ways may be. hindered when the individual focuses his or her thinking on a specific problem. At the same time, there are clear similarities between the two domains of skills. Guilford (1977) noted that “creative thinking produces novel outcomes, and problem-solving involves producing a new response to a new situation, which is a novel outcome” (p. 161). Edwards and Sproull (1984) saw creativity training as a method for improving the quality of solutions to problems and increasing personal effectiveness. They considered problem-solving synonymous with creativity, since both training programs offer a variety of techniques to help identify useful solutions to problems. Similarly, Noller (1979) and others (e.g., Isaksen, Dorval, & Treffinger, 1994) have discussed the concept of creative problem solving, which attempts to integrate principles in the literature on creativity and on problem solving. Isaksen et al. conceptualized the process of creative problem solving as consisting of six steps which fall within three stages. The first stage involves understanding the problem, consisting of three steps: mess-finding, data-finding, and problem-finding. This is followed by the stage of generating ideas, involving the idea- finding step. Finally, there is planning for action, which involves solution-finding and acceptance-finding. The most important difference between the various creativity training models and the interpersonal problem-solving model lies in their emphasis. Creativity training models focus primarily on enhancing skill at generating solutions. The interpersonal problem-solving model places equal emphasis on the implementation and evaluation of potential solutions. Although many authors have suggested that participation in creativity training will have positive effects on social and interpersonal functioning (e.g., Parnes, 1987), only two studies have been conducted examining the relationship between the interpersonal problem-solving training model and creativity skills. Miller, Serafica, and Clark (1989) and Shondrick, Serafica, Clark, and Miller (1992) found that interpersonal problem-solving training for children also enhanced creativity skills, and that children's creative abilities appear to be predictive of their interpersonal problem-solving skills. The question of whether creativity and interpersonal problem-solving are equivalent, complementary, or even inimical has not been adequately addressed in the existing literature. For one thing, there are no studies examining the relationship between the two constructs in adults. This is an important question, given Koestler's (1964) conclusion that they are potentially inconsistent among adults. Second, there are no studies at all regarding the impact of creativity training on problem-solving skills in adults. The purpose of the present study was to evaluate whether creativity and interpersonal problem-solving skills can be distinguished in an adult sample. 相似文献
43.
The credentialing of career counselors is an important step in ensuring quality service to individuals entering the work environment for the first time as well as individuals making midlife career changes. With over 50 million jobs changing in the next two decades, the need for credentialed career counselors is expected to multiply. 相似文献
44.
MICHAEL BEER ROBERT RUH JACK A. DAWSON B. B. McCAA MICHAEL J. KAVANAGH 《Personnel Psychology》1978,31(3):505-535
The purpose of this paper is to describe and analyze a unique and innovative appraisal and development system. The Performance Management System (PMS) is the formal vehicle used by Corning Glass Works managers to measure and improve the performance and potential for advancement of approximately 3,000 managerial and professional employees. The current design of PMS is the result of several years of research and development work by staff psychologists and personnel specialists at Corning along with applied psychological research conducted in other organizations. PMS is distinguished from most appraisal systems by the following characteristics: (1) Its emphasis on both psychometric accuracy and practical utility; (2) Its emphasis on development as opposed to evaluation; (3) Its use of ipsative measurement; (4) Its integration of results with behavior centered appraisal. This paper is comprised of an introduction, reports on the initial research, the design and introduction, the evaluation and revision of PMS, and an overall summary. The strategies, results, and problems encountered at each phase of PMS development will be described and analyzed. 相似文献
45.
ROBERT H. PATE 《Journal of counseling and development : JCD》1980,58(8):521-524
Counselors are attempting to establish their professional identity in a psychological society. That identity will be established by building on a distinguished heritage and taking directions chosen on the basis of service to counselees. 相似文献
46.
47.
Gestalt therapy emphasizes contact with unwanted and disowned aspects of self. This article describes the use of a therapeutic exercise based on paradoxical intent within the framework of Gestalt therapy and uses one client's account of the experience to illustrate its effectiveness. 相似文献
48.
ROBERT E. HARRISON 《Journal of counseling and development : JCD》1981,60(2):113-115
This article takes as its point of departure the enrollment in U.S. colleges of many highly skilled athletes who are severely lacking academically, and argues that remedial success could be maximized if practitioners in developmental studies programs better understand the unique psychosocial dimensions of the student athlete. 相似文献
49.
In this century both the literature and social programs devoted to adolescent pregnancy have focused almost exclusively on the female. This article presents a profile of teenage fathers by reviewing the scant literature that is available. The authors make specific recommendations for counselors on the basis of this review. 相似文献
50.
Data were collected about research issues involving laboratory and field settings through a content analysis of the 1966, 1970, and 1974 volumes of the Journal of Applied Psychology, Organizational Behavior and Human Performance, and Personnel Psychology. Four general categories of data were collected: (a) affiliation of investigators, (b) topic areas investigated, (c) settings of the research, and (d) research strategies employed. Four common beliefs of either laboratory or field advocates were contradicted by the data. First, laboratory research was found fairly frequently in the industrial-organizational literature. Second, theory and hypothesis testing were not overemphasized. Third, laboratory research was as applied as field research. Lastly, studies published by researchers with nonacademic affiliations were as likely to have been conducted in laboratory settings as field settings. Recommendations were made to use the laboratory more frequently for theory and hypothesis based research and to use a variety of research strategies in both laboratory and field settings. 相似文献