Browsing by Subject "Career development"
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Item A Guide for a Career Development Program in Small to Mid-sized Police Organizations(Law Enforcement Management Institute of Texas (LEMIT), 1994) O'Hare, BrianItem A survey of Family and Consumer Sciences Education Association members: organization affiliation and perceived professional development(Texas Tech University, 1982) Koukel, Sonja D.The purpose of this study was to investigate the professional development needs of family and consumer sciences (FCS) professionals and to assess how member's perceived that those needs were met, fulfilled, or addressed by the Family and Consumer Sciences Education Association (FCSEA). Additionally, this research sought to provide recommendations to the Association that would, when implemented, provide the benefits and services perceived by members as being important. The FCSEA serves both to improve the quality of instruction in our nation's classrooms and provide professional development opportunities for its members. These goals are achieved through engaging in and encouraging research in family and consumer sciences education and disseminating these findings to educators. Professionals and preprofessionals within the FCS discipline are encouraged to join FCSEA for a variety of reasons; the Association creates a network between professionals and offers publications that keep educators informed about current events, teaching techniques, and legislation that might affect FCS programs. Through membership, individuals are provided opportunities for professional growth and development and outlets for demonstrating professional commitment to FCS programs, mission, and goals. For this study, FCSEA members were randomly selected from the current FCSEA membership list. Participants completed a self-report needs assessment survey designed to assess members' perceived professional development, benefits gained from membership, and ways in which the Association might function as an external resource. Results from the research indicated that members perceived the FCSEA publications available through membership to be the best sources for professional development. Respondents suggested that the Association provide more information regarding FCS curriculum and coursework. Participants also indicated that FCSEA should develop and implement an interactive web site that provided educators with access to sharing with other FCS professionals and that provided links to other resources. Respondents indicated a need for FCSEA to do more in the areas of marketing the profession and providing networking with professionals outside the discipline. Additionally, members believed it important for the Association to market itself to professionals within the discipline who were not current members or had not retained membership. It is suggested that FCSEA use these data for identifying members' professional development needs in order to attract new members, retain current members, and enjoy a stronger professional organization.Item An evaluation of the mentoring component in the Ronald E. McNair Post-Baccalaureate Achievement Program: a national sample(Texas Tech University, 2002-08) Carrera, Stephanie ReneeThe purpose of this study was to examine the mentoring program within the Ronald E. McNair Post-Baccalaureate Achievement Program using a national sample. Participants included 104 students who were McNair Scholars during the past year. McNair Scholars from several TRIO programs across the nation were asked to participate. It was hypothesized that Kram's (1983, 1985) mentoring functions would positively contribute to the effectiveness of the McNair mentoring program. The measures of effectiveness were based on the goals and objectives of the McNair program and included intention to attain a doctoral degree, awareness of the graduate school experience, knowledge of research, and knowledge of professional organizations and conferences. Canonical correlations were used to test this hypothesis. In addition, exploratory analyses (MANCOV As) were conducted to examine gender and ethnic differences, and to examine cross-sex/ethnicity versus same-sex/ethnicity differences, in mentoring effectiveness and mentoring functions. Results indicated that (1) psychosocial and career mentoring fiinctions were associated with increased mentoring effectiveness in terms of knowledge of graduate school, research, and professional organizations and conferences, (2) no gender differences were found in perceptions of mentoring fianctions, (3) no gender differences were found in the level of mentoring effectiveness, (4) no differences were found in mentoring functions in cross-sex versus same-sex mentoring relationships, (5) no differences were found in effectiveness of faculty mentoring in cross-sex versus same-sex mentoring relationships, (6) no ethnic differences were found in perceptions of mentoring fixnctions, (7) no ethnic differences were found in the level of effectiveness, (8) McNair Scholars who were ethnically different from their faculty mentors perceived more psychosocial mentoring ftinctions compared to McNair Scholars who shared the same ethnic background with their mentor, and (9) no differences were found in the effectiveness of faculty mentoring in cross-ethnicity versus same-ethnicity mentoring relationships.Item Career Development: a Proposal for Job Rotation in the Houston Police Department(Law Enforcement Management Institute of Texas (LEMIT), 2002) Williams, D. J.Item Career Development: Job Rotation in Police Agencies(Law Enforcement Management Institute of Texas (LEMIT), 1998) Kiker, David E.Item Customizing professional identity: a model for early career psychologists(2004) Fitzpatrick, Nicole Danyon; Tharinger, DeborahThe process of becoming a psychologist requires a great deal of time, energy, and training that results in a transformation from student to professional. Likening the developmental process of professional identity construction to the building of a custom home, the current study sought to understand the process whereby early career psychologists begin to “customize” their professional identities. With the understanding that the construction of professional identity is a lifelong developmental process, the current study provides a conceptualization of the important factors comprising customization. After the foundation of one’s professional career has been “laid and framed” throughout graduate training, customization commences. As no two custom homes look completely alike, neither do the careers of two recently licensed psychologists. Qualitative research methods afforded the opportunity to explore professional identity using in-depth interviews with eleven early career child psychologists who had graduated from doctoral training programs within the last two to six years. Upon thorough analysis of the interviews, a theoretical model emerged conceptualizing the decision-making process of early career psychologists during customization. The decision-making process is comprised of three components: connections, weighing options, and settling. Forces of reality and ideals were found to significantly impact decision making. Forces of reality exist outside of the individual and include romantic relationships, family, finances, and health issues. Ideals exist within the individual and are comprised of personal and professional interests, characteristics of self, and goals. Achieving balance between forces of reality and ideals in the context of the decision-making process is discussed. The results of the current study hold implications for training and professional practice. It is hoped that results are used to inform training practices for students and establish mentoring programs for early career psychologists. Psychologists-in-training require time and experience to grapple with the forces of reality and ideals within the supportive context of graduate school. It is hoped that such experiences will result in a shift of priorities for the early career psychologist, placing importance on the need to strive for balance between personal and professional factors, which will facilitate preparedness in making informed professional decisions.Item Issues in Personnel Development for Deputy Constables(Law Enforcement Management Institute of Texas (LEMIT), 1990) Walker, Albino A.Item Needs assessment for career development programs in the Taiwan Power Company (TPC)(Texas A&M University, 2005-08-29) Lee, Yi-HsuanThe harmonious meshing of employee career development needs and corporate missions, goals, and objectives is a necessity for the growth and maintenance of both the individual and the organization. This study was designed to investigate Taiwan Power Company (TPC) white-collar employees?? perceptions of career development program needs. The purposes of the study were (a) to identify the perceptions of career development program needs; (b) to explore the underlying constructs among current and future positions in regard to the employee??s perceptions of career development program needs; (c) to investigate the differences among perceptions of career development needs; (d) to determine whether or not differences among perceptions of career development program needs exist among respondents who differ in terms of gender, age, and education; and (e) to discover if individuals who differ in terms of job functions and job roles have different opinions on whether the selected career development programs were already provided or should be provided by the company.This study was conducted using a questionnaire. The data were collected from a stratified random sample of 1,636 white-collar employees in the TPC. A response rate of 82.5% resulted in a final sample of 1,351 respondents. The content validity of the questionnaire was established via expert opinion and the internal consistency of the instrument was calculated using Cronbach??s ??. Frequency counts, central tendencies and standard deviations were used in the descriptive analysis of the current and future position data. Principle factor analysis with Varimax rotation revealed six constructs for the current position data. Similar factor analytical results were obtained for the future position data. Two-way MANOVAs with Descriptive Discriminant Analysis and univariate ANOVAs, with REGWF when appropriate, were used to probe significant main effects. Chi-square tests were employed to answer the research questions regarding the perceptions of whether the 33 career development programs were already provided or should be provided by the company. Differences in terms of current and future positions were obtained for individuals who were classified by job function, job role, gender, age, and education. Twelve conclusions were generated and specific career development practices were suggested.Item Reflective-transformative professional development predicated upon critical reflection and enabled by a school-university partnership: a microethnographic case study(Texas Tech University, 1995-08) Murry, KevinThe purpose of this microethnographic case study was to describe and interpret the professional development activities and discourse of a reflection group open to educators in a public school setting. Consistent with a reflective-transformative perspective on professional development, critical reflection served as the focus of activities undertaken by this group. This comparatively long-term, site-based, professional development was enabled by a school-university partnership. The following research question guided this case study: What are the dynamics of critical reflection as the focus of reflective-transformative professional development for site-based, school-university partners? Analysis of participants' discourse, as interpreted through a transformation theoretical framework indicated five phases of reflectivity in participants' approximations of critical reflection. These phases ranged from a prereflective phase of perlustration to reflective phases of concatenation, precritical interrogation, and intersubjectification, to the critically reflective phase of problematization. Indirect and direct sublimators of reflectivity associated with the educators' workplace culture were also identified. Direct, interphasial transition, sublimators were most influential vis-a-vis participants' reflectivity, as each, concomitantly, operated as a barrier to intersubjectively defined collegiality.Item The relationship among alcohol use, career indecision, and work role salience(Texas Tech University, 1995-12) Penland, Twila G.This study investigated the relationship of alcohol use with career indecision and work role salience in a college population. In addition, gender differences were examined regarding career indecision, career certainty, alcohol use, grade point average, and degree of religiosity. Three hundred and nine students, ranging in academic status from freshmen to seniors, with the mean age of 18 years old, participated in this study. Students were administered the Career Decision Scale (Osipow, Carney, Winer, Yanico, & Koschier, 1976), the Work Role Salience Scale (Greenhaus, 1973), and a demographics questionnaire and alcohol use questionnaire. A Pearson correlational coefficient matrix was generated for all variables for the total sample and for each gender separately to determine relationships among variables to test ttiree hypotheses that predicted a positive relationship between alcohol use and career indecisbn, a positive relationship between career certainty and work role salience, and a negative relationship between alcohol use and work role salience. The fourth hypothesis predicted gender differences in career certainty and in negative academic consequences due to drinking. These were tested by comparing the mean scores on career certainty, and the mean scores on negative academic consequences due to drinking, between genders using the t-test statistic. The data from the sample as a whole provided support for the first and second hypotheses, no support for the third hypothesis, and partial support for the fourth hypothesis. Post-hoc analyses provided additional insights into the relationships among the variables of interest.Item Understanding Latina adolescents' science identities : a mixed methods study of socialization practices across contexts(2014-05) Jackson, Karen Denise Moran; Suizzo, Marie-AnneResearch on differences in STEM outcomes for females and students of color has been an ongoing educational research imperative, but Latinas continue to be under-represented in high school and college science classes and majors (National Science Foundation, 2011; Riegle-Crumb & King, 2010). The aim of this study was to investigate how Latina adolescents seek to establish themselves as future scientists within their environments and how others help sustain these developing identities. I used a mixed method procedure called an exploratory sequential design that starts with a qualitative stage followed by a quantitative stage (Creswell & Plano Clark, 2007). In the qualitative stage, 32 college-aged Latinas in science majors participated in focus groups with an additional 12 in interviews. Using Interactive Qualitative Analysis (Northcutt & McCoy, 2004), eight factors of science identity development were identified: home environment, teacher influences, school experiences, environmental factors, media influences, using your brain, emotions, and career planning. Participants saw the first four factors as drivers of their development, with media as an irregular contributor. These social factors were filtered through the individual factors of using your brain and emotions, with career planning as the outcome. The qualitative results were used to develop a survey given to middle school students in the next stage. The majority of the survey consisted of previously validated scales that corresponded in content to the qualitative factors. One new measure was developed to address science-related experiences. In the quantitative stage, 90 middle school Latinas from two central Texas school districts participated in the survey study. Univariate analysis showed differences in science-related experiences by demographic variables of parent occupation, parent nativity, first language spoken, and school district. Multivariate regression analysis found positive emotions about science to be the best predictor of science career related outcomes, and that emotions act as a mediator between science experiences and career outcomes. These results are discussed in light of current career theories.