Kwan Ho Kwong. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2006. / Includes bibliographical references (leaves 171-195). / Abstracts in English and Chinese; questionnaires in Chinese. / TITLE PAGE --- p.I / ABSTRACT --- p.II / ACKNOWLEDGEMENTS --- p.V / TABLE OF CONTENTS --- p.VII / LISE OF TABLES AND FIGURES --- p.X / CHAPTERS / Chapter 1. --- INTRODUCTION --- p.1 / Chapter 2. --- LITERATURE REVIEW --- p.10 / Chapter 2.1 --- Extra-role Behavior --- p.10 / Chapter 2.2 --- Different Conceptualizations of Extra-role Behaviors --- p.12 / Chapter 2.3 --- Organizational Citizenship Behavior --- p.16 / Chapter 2.4 --- Social Exchange Theory and OCB --- p.35 / Chapter 2.5 --- Resource Theory --- p.40 / Chapter 2.6 --- Career Growth Opportunities --- p.53 / Chapter 2.7 --- Contingency Theory --- p.60 / Chapter 2.8 --- Peer Competition --- p.65 / Chapter 2.9 --- Task Interdependence --- p.67 / Chapter 3. --- CHAPTER THREE: CONCEPTUAL MODEL AND HYPOTHESES --- p.72 / Chapter 3.1 --- Conceptual Model --- p.72 / Chapter 3.2 --- OCB and Resources --- p.74 / Chapter 3.3 --- OCB and Services --- p.77 / Chapter 3.4 --- OCB and Love --- p.78 / Chapter 3.5 --- OCB and Status --- p.80 / Chapter 3.6 --- OCB and Information --- p.82 / Chapter 3.7 --- Interaction Effects with Peer Competition and Task Interdependence --- p.84 / Chapter 3.8 --- "Exchanged Resources (Services, Love, Status, Information) and Career Growth Opportunities" --- p.94 / Chapter 4. --- RESEARCH DESIGN AND METHODOLOGY --- p.101 / Chapter 4.1 --- Samples and Data Collection --- p.101 / Chapter 4.2 --- Measures --- p.104 / Chapter 5. --- RESULTS --- p.110 / Chapter 5.1 --- Descriptive Statistics --- p.110 / Chapter 5.2 --- Confirmatory Factor Analysis --- p.115 / Chapter 5.3 --- Regression Results --- p.125 / Chapter 6. --- DISCUSSION --- p.153 / Chapter 6.1 --- Effects of OCB on Resources --- p.153 / Chapter 6.2 --- Interaction Effects of Peer Competition and Task Interdependence on the Relationship between OCB and Resources --- p.157 / Chapter 6.3 --- Interaction Effects of Task Interdependence on the Relationship between Conscientiousness and Love Resource --- p.158 / Chapter 6.4 --- Effects of Resources --- p.160 / Chapter 6.5 --- Different Perceptions of Career Growth Opportunities --- p.160 / Chapter 6.6 --- Effects of OCB on Career Growth Opportunities --- p.161 / Chapter 6.7 --- Theoretical Contributions --- p.162 / Chapter 6.8 --- Practical Implications --- p.165 / Chapter 6.9 --- Limitations --- p.166 / Chapter 6.10 --- Conclusion --- p.169 / REFERENCES --- p.170 / APPENDIX A Questionnaire Rated by Self --- p.195 / APPENDIX B Questionnaire Rated by Supervisor --- p.201

Thesis (Ph. D.)--Texas A&M University, 2006. / "Major Subject: Career Development Education" Title from author supplied metadata (automated record created on Sep. 15, 2006.) Vita. Abstract. Includes bibliographical references.

New emerging career paths for professionals are often non-linear, dynamic, and boundary-less (Baruch, 2004) and have resulted in undefined professional advancement opportunities for managers and employees in a variety of contexts. Career paths help individuals make meaning in their job contexts and provide avenues to meet intrinsic and extrinsic rewards, including economic and social status (Adamson, 1997; Callanan, 2003). As a result, individual perceptions of career paths may impact job satisfaction, career commitment, and performance. The purpose of this study was to test a career development model examining the path of relationships amongst autonomy/prestige, career path, training and learning, job satisfaction, career commitment, and performance for moderately defined career professionals. Based on a systematic categorization of careers, from well defined to less well defined, project managers were determined to have moderately defined careers. The researcher employed a survey resulting in 644 project manager respondents. Path analysis was effectuated as a modeling technique to determine whether there was a pattern of intercorrelations among variables. A career development model framing the relationship between project managers’ perceptions of their career paths on their respective performance was explored. The direct path relationships included: (a) frequency of participation in training and learning activities was negatively related to performance, (b) career path was positively related to performance, (c) autonomy/prestige was positively related to performance, and (d) career commitment was negatively related to performance. The indirect path relationships included (a) autonomy/prestige was mediated by career commitment and performance; (b) the connection between career path and performance was mediated by frequency of participation in training and learning (c) career path to performance, was mediated by job satisfaction and career commitment, and (d) career path to performance was mediated by job satisfaction, career commitment, and autonomy/prestige. Study findings supported the tested model and contributed to increased understanding regarding the importance of career paths to individual job satisfaction, career commitment, and performance. Opportunities for new research and implications for individuals and organizations are outlined.

Thesis (M.S. in Operations Research)--Naval Postgraduate School, June 2004. / Thesis advisor(s): Samuel E. Buttrey, Daniel R. Dolk. Includes bibliographical references (p. 69-70). Also available online.

Thesis (M.Phil.(Human Resource Management))--University of Pretoria, 2009. / Includes bibliographical references.

Thesis (Ph. D.)--Ohio State University, 2003. / Title from first page of PDF file. Document formatted into pages; contains viii, 163 p. Includes abstract and vita. Advisor: Robert Rodgers, College of Education. Includes bibliographical references (p. 130-135).

The expectations of schools are changing and significant problems are being experienced in attracting and retaining teachers in the profession. Teachers are expected to provide programs to enable a wider range of students to complete their schooling in preparation for work and further study, as well as supporting the social and emotional development of these young people. Accountability requirements for improved student learning outcomes in terms of literacy and numeracy are also increasing. While resourcing and class size are issues, teacher quality has been determined as the most significant aspect in student learning, with support for beginning teachers and ongoing professional development being essential to upgrade teacher skills and knowledge throughout their careers. Decentralisation of education through local school management means that profession development opportunities are being provided at the local level and are linked to school improvement. / Given the importance of career-long professional development in ensuring teacher quality and accountability for limited educational expenditure, it is essential that professional development models support teacher learning and educational change. The effectiveness of traditional professional development approaches consisting of one-off workshops based on behaviourist learning notions of expert input or individual cognition models has been challenged regarding their impact on changing teaching practices. The transfer of knowledge from external courses to school sites has been questioned. Teachers have indicated little confidence in establishing new ideas at the local level unless there is time and support for follow up and connection to classroom practice. / This research which was conducted locally, interstate and overseas supports previous studies regarding the importance of ongoing professional development being connected to school and individual needs and reflecting a situated theory of learning or situativity theory. Situativity theory is concerned with the situated nature of people and artefacts, focusing on the potential for deep learning occurring with a particular group of people who have shared beliefs and practices and who collaborate using relevant practical artefacts over an extended timeframe. This research indicates that in professional development, more intensive and practical activities among like groups of teachers are involved. Follow-up support from members for trialling of new ideas can occur, thereby resulting in transformational educational practices and benefits to student learning. Rethinking schedules, staffing patterns and grouping arrangements to create blocks of time for teachers to work and learn together occurs. / This research is significant in linking professional development to a career continuum, with specific professional development approaches being highlighted as effective at particular stages. A systematic induction process including mentoring and portfolios for beginning teachers, with schools restructuring to support ongoing collegial learning within learning communities is emphasised. Leadership succession planning, coaching, study groups and online programs are also important, with these models all highlighting the relevance of situativity theory. / Thesis (PhDEducation)--University of South Australia, 2005.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2007. / Includes bibliographical references.

Thesis (Ph. D.)--Virginia Commonwealth University, 2006. / Prepared for: School of Education. Bibliography: leaves [161]-168.

Thesis (MBus) -- Auckland University of Technology, 2006. / Also held in print (vi, 85 leaves, 30 cm.) in Wellesley Theses Collection. (T 331.1232 JOE)