Patricia J. Ohlott

Bio: Patricia J. Ohlott is an academic researcher from Drexel University. The author has contributed to research in topics: Leadership & Leadership style. The author has an hindex of 12, co-authored 21 publications receiving 1962 citations.

Benefits of multiple roles for managerial women

Abstract: We examined the relationships between multiple life roles, psychological well-being, and managerial skills in two studies of managerial women. Qualitative results suggested that the roles women pla...

Assessing the developmental components of managerial jobs.

Abstract: The authors describe the development of and build validity evidence for the Developmental Challenge Profile (DCP), an instrument for assessing the developmental components of managerial jobs. Factor analysis of responses from 692 managers resulted in the creation of 15 DCP scales. Assessments of internal consistency, confirmation of the factor structure, and test-retest reliability provided further psychometric support for the scales. The existence of expected relationships between the scales and reports of on-the-job learning, job transitions, objective features of the jobs, and psychological states of the job incumbents provided validity evidence and supported use of these scales in management development research and applications

Gender Differences in Managers' Developmental Job Experiences

Abstract: It has been suggested that one reason so few women have been promoted to senior management positions is that during their careers they experience fewer developmental job opportunities than men. To test this idea, we surveyed male and female managers about developmental components in their current jobs. Results suggest that men experience some greater task-related developmental challenges, but women experience greater developmental challenges stemming from obstacles they face in their jobs.

Commitment to family roles: Effects on managers' attitudes and performance.

Abstract: The authors tested the premise that family role commitment (i.e., marital role commitment, parental role commitment) has simultaneous negative and positive effects on managers' (N = 346) life satisfaction, career satisfaction, and performance through family-to-work interference and enhancement. The authors also explored whether psychological strain mediates the effects of interference and enhancement on outcomes. The authors expected family role commitment to reduce the favorability of outcomes by increasing interference. To the contrary, they found that neither marital nor parental role commitment was associated with increased interference. The authors expected family role commitment to improve outcomes by increasing enhancement. As expected, marital role commitment was associated with increased enhancement, which, in turn, seemed to reduce strain and strengthen outcomes. Parental role commitment was also associated with increased enhancement. However, parental role commitment had direct positive effects on outcomes that were more substantial than its indirect effects through enhancement. Overall, marital and parental role commitment had more benefits than costs.

经验与教育 = Experience and education

Abstract: Experience and Educationis the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education(Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analysing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.

Role congruity theory of prejudice toward female leaders.

Abstract: A role congruity theory of prejudice toward female leaders proposes that perceived incongruity between the female gender role and leadership roles leads to 2 forms of prejudice: (a) perceiving women less favorably than men as potential occupants of leadership roles and (b) evaluating behavior that fulfills the prescriptions of a leader role less favorably when it is enacted by a woman. One consequence is that attitudes are less positive toward female than male leaders and potential leaders. Other consequences are that it is more difficult for women to become leaders and to achieve success in leadership roles. Evidence from varied research paradigms substantiates that these consequences occur, especially in situations that heighten perceptions of incongruity between the female gender role and leadership roles.

When Work And Family Are Allies: A Theory Of Work-Family Enrichment

Abstract: We define work-family enrichment as the extent to which experiences in one role improve the quality of life in the other role. In this article we propose a theoretical model of work-family enrichment and offer a series of research propositions that reflect two paths to enrichment: an instrumental path and an affective path. We then examine the implications of the model for future research on the work-family enrichment process.

Job demands-resources theory: taking stock and looking forward

Abstract: The job demands-resources (JD-R) model was introduced in the international literature 15 years ago (Demerouti, Bakker, Nachreiner, & Schaufeli, 2001). The model has been applied in thousands of organizations and has inspired hundreds of empirical articles, including 1 of the most downloaded articles of the Journal of Occupational Health Psychology (Bakker, Demerouti, & Euwema, 2005). This article provides evidence for the buffering role of various job resources on the impact of various job demands on burnout. In the present article, we look back on the first 10 years of the JD-R model (2001-2010), and discuss how the model matured into JD-R theory (2011-2016). Moreover, we look at the future of the theory and outline which new issues in JD-R theory are worthwhile of investigation. We also discuss practical applications. It is our hope that JD-R theory will continue to inspire researchers and practitioners who want to promote employee well-being and effective organizational functioning. (PsycINFO Database Record