任职者工作分析评价结果影响因素的多水平探讨

As the foundation of other human resource practices, job analysis plays an essential role in HR management. Exploring sources of variance in job analysis ratings given by incumbents from the same job is of much significance to HRM practices. It can also shed lights on employee motivation in organizations. But previous studies in job analysis field have usually been conducted at individual level and take variance in job analysis ratings given by incumbents of the same job as error or bias. This dissertation takes the position that the variance may be meaningful based on role theory and other relevant theories. It first reviewed pervious studies on factors which may influence job analysis ratings provided by incumbents of the same job, and then investigated individual, interpersonal and organizational level variables which may exert impacts on these job analysis ratings, using multilevel data from 8 jobs of 1124 incumbents. The major findings are as follows: 1) Level of job performance and job attitudes affect incumbents’ job analysis ratings by incumbents of the same job at individual level. Specifically, incumbents with high level of job performance rated their job require higher levels of technical skills (power plant designers), and regarded information processing activities as more important to their job (book editors). Regarding the effects of job attitudes, incumbents of the four jobs with high level of job satisfaction gave higher importance and level ratings on organizational and cognitive skills, as well as higher level ratings on technical skills. Further, incumbents with higher affective commitment provided higher importance and level ratings of cognitive skills. Lastly, more involved job incumbents perceived organizational skills and cognitive skills as more important, and required at higher levels, for their job. 2) Leader-Member Exchange and goal structure also have effects on job analysis ratings by incumbents of the same job at interpersonal level. In good quality LMX relationship, news reporters rated decision-making activities and interpersonal activities as more important to their job. On the other side, when book editors structured their goals as cooperative with others’, they provided higher importance ratings on reasoning and interpersonal skills, and related personality requirements, as well as higher level ratings on reasoning abilities. 3) Worker requirements for the identical job are distinct from one organization to another. Specifically, there were between-organization differences in achievement orientation and conscientiousness related personality requirements. In addition, two dimensions of organizational culture, achievement-oriented culture and integrity-oriented culture in particular, were significantly associated with importance ratings of achievement orientation and conscientiousness related personality requirements respectively. Furthermore, achievement-oriented culture both directly and indirect (through job involvement) influenced achievement orientation related personality requirements. The results indicate that variation in job analysis ratings provided by incumbents of the same job may be meaningful. Future job analysis studies and practices should consider the impacts of these individual, interpersonal and organizational level factors on job analysis information. The results also have important implications for employee motivation concerning how organizational demands can be transformed into specific job and worker requirements.

学习不良少年的污名效应研究

Stigma is defined as a sign of disgrace or discredit that sets a person apart from others. Stigmatized individuals had been significantly influenced by their group-based stigma. Through the methods of laboratory experiment and questionnaire surveys, the current study started with examining the attitudes of middle school students to the students with learning disabilities (LD), systemly explored the characteristics of perceived stigma and self-stigma of LD students, the mechanism that the influences of stigma on students with LD, and the mental control required to cope with the stigma. The results of the present studies had significant implications for the understanding of the LD phenomenon and the intervention of LD adolescents. The results indicate that: 1. Generally, middle school students had negative implicit attitude and negative explicit attitudes towards the LD students. The effect size of the phenomenon of this study is large. The LD students showed a more positive attitude than others on the explicit attitude measure; all students consistently had negative attitudes toward LD students on the implicit attitude indices, in addition, no group differences and gender differences were observed in the implicit attitude. 2. Eight hundred and seventy two students were surveyed to test the reliability and validity of the new developed perceived stigma scale and self-stigma scale. Both questionnaires showed sufficient content validity, construct validity, criterion-related validity and adequate internal consistency reliability. Then, both questionnaires were administered to student with high academic achievement (high achiever), students with middle academic achievement (middle achiever), and LD students. Results revealed that the LD students mildly stigmatized by the social culture. The LD students had more stigma perception and self-stigma than the middle achievers and high achievers. The results also indicated that there were more stigma perception and self-stigma for LD students in grade two than that of LD students in grade one and grade three; meanwhile, male LDstudent hade more stigma perception and self-stigma than female LD students in all grades. 3. A latent variable path analysis was conducted to investigate how the stigma affect the academic goals using the data collected from 186 LD students. The results suggested that the LD-related stigma did not have direct influence on academic goals. The LD-related stigma indirectly influenced the academic goals through mediating effects of self-stigma and academic efficacy. 4. Stereotype threat could have some influences on the relationship between the task feedback and self-esteem. The results of study using eighty-four LD students showed that: when the negative stereotype was not primed, the self-esteem of the LD students was significantly influenced by the feedback of the task: an enhance self-esteem following a positive feedback and a lower self-esteem following a negative feedback. When the negative stereotype was primed, there was no significantly difference between the positive feedback group and negative feedback group. All the results showed that priming the negative stereotype could weaken the influence of feedback to the self-esteem of LD students. 5. There was more cognitive and behavioral control when LD students tried to cope with the stigma by concealing negative academic achievement during an individual interview with an unfamilar expert. The LD students whose academic achievements could be concealed had more thought suppression and thought intrusion and reported more self-monitoring behavior than the participants in the other experimental conditions.

Planning for Conjunctive Goals

The problem of achieving conjunctive goals has been central to domain independent planning research; the nonlinear constraint-posting approach has been most successful. Previous planners of this type have been comlicated, heuristic, and ill-defined. I have combined and distilled the state of the art into a simple, precise, implemented algorithm (TWEAK) which I have proved correct and complete. I analyze previous work on domain-independent conjunctive planning; in retrospect it becomes clear that all conjunctive planners, linear and nonlinear, work the same way. The efficiency of these planners depends on the traditional add/delete-list representation for actions, which drastically limits their usefulness. I present theorems that suggest that efficient general purpose planning with more expressive action representations is impossible, and suggest ways to avoid this problem.

Women of achievement : written for the Fireside Schools, under the auspices of the Woman's American Baptist Home Mission Society / by Benjamin Brawley.

http://www.archive.org/details/womenofachieveme00brawrich

Elementary Principals' Perceptions of a Leadership Development Training Program

Research indicates that school leaders are crucial to improving instruction and raising student achievement (Council of Chief State School Officers, 2008). As such, educational reforms such as the No Child Left Behind Act (2001) and Race to the Top (2009) have sparked an accountability movement where principals are being held accountable for students' academic achievement and educational outcomes. The shift towards greater accountability has placed new attention on the ways principals are trained. Researchers have noted that organized professional development programs have not adequately prepared school principals to meet the priority demands of the 21st century (Hale & Moorman, 2003; Murphy, 1994). Murphy (1994) stated, "Traditional preparation programs - usually pre-service programs based in colleges or universities, that awarded certification and advanced degrees - rarely concentrated on the leadership challenges that principals actually face in real schools" (p. 4). As a result, many school districts are seeking ways to develop leadership development training programs that will prepare principals for their job responsibilities as a school leader. In spite of the additional training principals receive, researchers suggests that there is an obvious gap between the readiness of administrators to be instructional leaders and the demands for accountability that school administrators face (Hale & Moorman, 2003). This quantitative study examined elementary school principals' perceptions of their leadership development training program. Guided by four research questions, the study examined principals' perceptions of their overall training and how well their training prepared them to deal with school and classroom practices that contribute to student achievement; to work with teachers and others to design and implement a system for continuous student achievement; and to provide necessary support to carry out sound school, curriculum, and instructional practices. Data for this study was collected by way of survey responses from a total of 46 elementary school principals. The results from the study revealed that more than half (58.7%) of participants perceived their training as excellent. While principals' perceived that their training adequately prepared them to work collaboratively in teams, set clear visions and goals, and to use data to improve students achievement, many respondents reported a lack of training in being informed and focused on student achievement. Principals also suggested that they were not effectively trained in finding effective ways to obtain support from central office or community members.

Bridging the gap with teamwork: collaborative leadership for communities of practice in the learning and skills sector

Collaborative approaches in leadership and management are increasingly acknowledged to play a key role in successful institutions in the learning and skills sector (LSS) (Ofsted, 2004). Such approaches may be important in bridging the potential 'distance' (psychological, cultural, interactional and geographical) (Collinson, 2005) that may exist between 'leaders' and 'followers', fostering more democratic communal solidarity. This paper reports on a 2006-07 research project funded by the Centre for Excellence in Leadership (CEL) that aimed to collect and analyse data on 'collaborative leadership' (CL) in the learning and skills sector. The project investigated collaborative leadership and its potential for benefiting staff through trust and knowledge-sharing in communities of practice (CoPs). The project forms part of longer-term educational research investigating leadership in a collaborative inquiry process (Jameson et al., 2006). The research examined the potential for CL to benefit institutions, analysing respondents' understanding of and resistance to collaborative practices. Quantitative and qualitative data from senior managers and lecturers was analysed using electronic data in SPSS and Tropes Zoom. The project aimed to recommend systems and practices for more inclusive, diverse leadership (Lumby et al., 2005). Collaborative leadership has increasingly gained international prominence as emphasis shifted towards team leadership beyond zero-sum 'leadership'/ 'followership' polarities into more mature conceptions of shared leadership spaces, within which synergistic leadership spaces can be mediated. The relevance of collaboration within the LSS has been highlighted following a spate of recent government-driven policy developments in FE. The promotion of CL addresses concerns about the apparent 'remoteness' of some senior managers, and the 'neo-management' control of professionals which can increase 'distance' between leaders and 'followers' and may de-professionalise staff in an already disempowered sector. Positive benefit from 'collaborative advantage' tends to be assumed in idealistic interpretations of CL, but potential 'collaborative inertia' may be problematic in a sector characterised by rapid top-down policy changes and continuous external audit and surveillance. Constant pressure for achievement against goals leaves little time for democratic group negotiations, despite the desires of leaders to create a more collaborative ethos. Yet prior models of intentional communities of practice potentially offer promise for CL practice to improve group performance despite multiple constraints. The CAMEL CoP model (JISC infoNet, 2006) was linked to the project, providing one practical way of implementing CL within situated professional networks.The project found that a good understanding of CL was demonstrated by most respondents, who thought it could enable staff to share power and work in partnership to build trust and conjoin skills, abilities and experience to achieve common goals for the good of the sector. However, although most respondents expressed agreement with the concept and ideals of CL, many thought this was currently an idealistically democratic, unachievable pipe dream in the LSS. Many respondents expressed concerns with the 'audit culture' and authoritarian management structures in FE. While there was a strong desire to see greater levels of implementation of CL, and 'collaborative advantage' from the 'knowledge sharing benefit potential' of team leadership, respondents also strongly advised against the pitfalls of 'collaborative inertia'. A 'distance' between senior leadership views and those of staff lower down the hierarchy regarding aspects of leadership performance in the sector was reported. Finally, the project found that more research is needed to investigate CL and develop innovative methods of practical implementation within autonomous communities of professional practice.

Channel Catchments Cluster. Recent developments in tools and techniques for water quality management in the France (Channel) England region

The Channel Catchments Cluster (3C) aims to capitalise on outputs from some of the recent projects funded through the INTERREG IVa France (Channel) England programme. The river catchment basins draining into the Channel region drain an area of 137,000km2 and support a human population of over 19M. Throughout history, these catchments, rivers and estuaries have been centres of habitation, developed through commerce and industry, providing transport links to hinterland areas. These catchments also provide drinking water and food through provision of agriculture, fisheries and aquaculture. In addition, many parts of the region are also economically important now for the tourism and leisure industries. Consequently, there is a need to manage the balance of these many and varied human activities within the catchments, rivers, estuaries and marine areas to ensure that they are maintained or restored to good environmental condition . This document highlights some of the recent work carried out by projects within the INTERREG IVa programme that provide tools and techniques to assist in the achievement of these goals.

Summary statistics, educational achievement gaps and the ecological fallacy

Summary statistics continue to play an important role in identifying and monitoring patterns and trends in educational inequalities between differing groups of pupils over time. However, this article argues that their uncritical use can also encourage the labelling of whole groups of pupils as ‘underachievers’ or ‘overachievers’ as the findings of group-level data are simply applied to individual group members, a practice commonly termed the ‘ecological fallacy’. Some of the adverse consequences of this will be outlined in relation to current debates concerning gender and ethnic differences in educational attainment. It will be argued that one way of countering this uncritical use of summary statistics and the ecological fallacy that it tends to encourage, is to make much more use of the principles and methods of what has been termed ‘exploratory data analysis’. Such an approach is illustrated through a secondary analysis of data from the Youth Cohort Study of England and Wales, focusing on gender and ethnic differences in educational attainment. It will be shown that, by placing an emphasis on the graphical display of data and on encouraging researchers to describe those data more qualitatively, such an approach represents an essential addition to the use of simple summary statistics and helps to avoid the limitations associated with them.