Showing papers on "Professional development published in 1979"

Much ado about mentors.

Abstract: An international management firm conducted a study of executives that included questions regarding compensations, personal data, and current position. It was of special interest to determine the effect of mentor and protege relationships on business careers. Of the individuals surveyed, two-thirds reported a relationship with a senior person who took a special interest in their career, during the first five years of their professional development. In general, executives who had a mentor are better educated, earn more money at an earlier age, more apt to follow a career plan and report high job satisfaction. The majority of sponsors are older businessmen holding positions of authority and who feel that personnel development and management succession are key responsibilities. The following characteristics of a mentor are judged most important: willingness to share experiences, knowledge of the organization, organizational power and respect from peers. Mentor-protege relationships frequently develop into lengthy friendships which in turn encourage young executives to eventually sponsor their own proteges.

Teachers’ Perceptions of the Characteristics and Influences on their Personal and Professional Development

Abstract: EDRs PRICE DESCRIPTORS MF01/PC03 Plus Postage. Educational Environment: Elementary School Teachers: *Individual Development: *Professional Development; Research Methodology: Self Actualization; *Self Evaluation (Individuals); Teacher Administrator Relationship: *Teacher Attitudes; *Teacher Characteristics: Teacher Influence: Teacher Supervision: Teaching (Occupation) ; Teaching Conditions: Teaching Experience

Handbook for professional development in human services : materials for postsecondary education programs

Abstract: AUTHOR Mermis, William L. ; Chenault, Joann TITLE Handbook for Professional Development in Human Services. Materials for Postsecondary Education Programs. INSTITUTION Office of Career Education (DHEW /OE) , Washington, D.C. PUB DATE Mar 79 NOTE 211p.; Not available in hard copy due to ligat and broken type; For related 'ocuments see ED 109 507 and ED 130 108 AVAILABLE FROM Superintendent of Documents, U.S. Government Priatin Office, Washington, D.C. 20402

Values: The Uncertain Component in Social Work

Abstract: Research on the values of social workers and the effect of education on professional socialization is examined with particular reference to self-selection, the role of age in openness to the changes required, the effectiveness of explication in communication of specific values, and the need for campus and field faculty to present compatible models to students. The writer's own research using the Varley Social Work Questionnaire is described and discussed. Implications for admissions and curriculum development are offered.

An essay on the past and future (?) of information science education—I: Historical overview

Abstract: The rapid and rather chaotic evolution of information science has left the field's academic sector in a largely disorganized state. This essay examines the basic issues confronting information science education, issues that must be resolved if information science education and thus information science itself are to evolve in an orderly fashion. For the quality of a field's professional services and research activities depends upon the quality of its formal academic programs. The essay is organized in three parts. In this first part are considered definitions and in a historic context the emergence, evolution and current state of information science and its education. The second part considers the “externalities” of education—problems and unresolved questions in information science education that deal with: (i) academic affiliations, (ii) degree levels, (iii) admission requirements, (iv) jurisdiction and (v) financing. The third part considers the problems and unresolved questions in respect to internal aspects (“internalities”) of information science education: (i) objectives, (ii) content, (iii) teachers and (iv) teaching. It is suggested that information science cannot prosper; possibly even survive in the next decade if serious, concentrated action is not undertaken in the “externalities” and “internalities” of its education. Recommendations about the areas that need action are made.

Paperwork, Pressure, and Discouragement: Student Attitudes Toward Guidance Services and Implications for the Profession

Abstract: This article goes beyond the traditional survey of student attitudes toward the school guidance service. The student data are used as a springboard to the broader issues affecting the counseling profession. The focus is on counselor discouragement and what all concerned practitioners can do to revitalize the profession.

Clinical interdisciplinary health team care: an educational experiment.

Abstract: With increasing concern for teamwork in clinical practice in health care settings, the need to identify the concepts, methods, and learning processes for improving interdisciplinary team skills is apparent. This paper describes patient-centered, clinical-research-demonstration programs for teams of students, preceptors, and faculty members from six disciplines who provided patient care in a long-term rehabilitation setting. The teams were involved in the theory and practice of team-building, including weekly sessions on leadership styles, communication, group decision-making, and team effectiveness assessment. Objective and subjective measurements were administered throughout the program. The results indicate that task-oriented patient care favors the learning of team skills, especially when all levels of administration support and participate in the processes. Question are raised concerning the effect of clinical teams on the quality of patient care, their cost-effectiveness, and the low priority given to teaching interdisciplinary team skills in professional education.

Professional development of nurse practitioners as a function of need motivation, learning style, and locus of control.

Abstract: This study assessed the relationship of loci of control, learning styles, and motivational needs of 53 graduates of the Wichita State University Nurse Clinician Program to amounts and types of professional activities performed in a clinical setting. A self-appraisal was also considered in the analyses. Motivational needs assessed included the needs for achievement, affiliation, and power. Findings revealed that nurse clinicians with moderate need for achievement, high need for affiliation, and moderate need for power performed significantly (p less than .03) more professional activities than nurses with high need for achievement, low need for affiliation, and high need for power. Other findings showed a significant (p less than .04) negative relationship between chance locus of control and self-appraisals. Amounts and types of professional activities performed were not significantly related to loci of control or to learning styles.

Notes on Some Typologies of Managerial Development and the Role of Mentor in the Process of Adaptation of the Individual to the Organisation

Abstract: This paper outlines some typologies of managerial and professional development. It then examines some aspects of the informal structure of an organisation and the significance of the role of mentor within that structure. It proposes that the mentor oversees the adaptation of the individual to the needs of the organisation and thus influences the pattern of managerial development. The paper concludes with a discussion of the implications of this for management development programmes and suggests some areas which call for further research. During a review of the literature concerned with career development there occurred several references to the question of the adaptation of the individual to the organisation. This is a matter of significance in understanding both the individual's career development and the organisation's practice of management development. Although the literature review was concerned with a relatively narrow field and there are, therefore, probably other relevant and important issues which are not raised below, it uncovered several research findings which are of particular significance for the practice of management development. They have been noted and are discussed in this paper.

Education of Marriage and Family Therapists: Some Trends and Implications*

Abstract: This paper presents a brief description of the development of education and training in marriage and family therapy with special attention historically to the marriage counseling/marital therapy branch of the field. The outcome of decades of experience is reflected in a core curriculum. The relationship of education and training to other professional issues also is examined.

The Hierarchy of Management Skills:: Future Professional Development for Mid‐Level Managers

Abstract: During the past thirty years there has been substantial growth in management development activity in corporations within the United States and, for that matter, throughout the world. Drucker has said that in the mid‐40s there were few if any corporations that were concerned with management development, but by mid‐1970 there were literally thousands. The reason for the growth in management development programmes appears to be the rapidity with which knowledge is changing. Thus, much of today's knowledge will be obsolete in just a few years.

Critical Issues in Social Work Education.

Abstract: The following critical issues facing social work education are reviewed: lack of an instructional methodology, effectiveness of practice, admissions to social work education programs, theories of people, assessment of competence, and generic curriculum. Possible avenues to effective education for practice are elaborated: relationship-building training, empirical bases of interpersonal helping, degree correspondence, and research on the instructional process. Where relevant, prototypes of effective training procedures and requisites are discussed briefly.

Improving College Teaching: A Critical Review of Research. Occasional Paper Number Thirteen.

Abstract: Studies of interventions to improve college teaching cluster in five categories: grants for faculty projects, workshops and seminars, feedback from student ratings, practice-based feedback (microteaching and minicourses), and concept-based training (protocols). Seventy-one reports provide 97 analyses of dependent variables that are presumably affected by these interventions. Most comparisons (78%) support the intervention being studied, although the support rate in only those studies in which we have high confidence is considerably lower (62%). More exploratory qualitative studies as well as more rigorous experimental investigations, perhaps involving cross-campus collaboration, are needed. Despite methodological flaws, available research can guide the design of teaching improvement programs, particularly those using student ratings feedback and concept-based training.

Humanistic Education VS. Professional Education

Abstract: The seminar Pete Christopher describes taught me the necessity of a sharper and more explicit distinction between traditional professional training and &dquo;humanistic education&dquo; (helping growth toward identity, toward self-actualization, toward awareness and acceptance of affect, of the preconscious and pre-verbal, etc.). The former is largely content and method-centered, a preparation for research, for becoming a scientist, etc. As Christopher points out, there is much extrinsic learning to be done; books to be read, researches to be examined and planned. There is the implicit assumption here (which we had better make explicit) that the student has already found his way and has committed himself to it; i.e., to a certain extent, it can be assumed that he has his identity. He is no longer seeking for it because presumably he has found it and now wants to be helped to become a more proficient, skilled, knowledgeable professional scientist.