Thesis (Ph. D.)--University of Wisconsin--Madison, 1963. / Vita. Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 237-242).

Thesis (Ph. D.)--Michigan State University. Dept. of Sociology, 1979. / Includes bibliographical references (leaves 184-190).

No description available.

The purpose of this project is to design a new course outline for the Office Occupations/Word Processing course for high school and adult students. Specifically, the course outline will serve students who are at least 16 years old. The content of the course consists of interpersonal and communication skills, hardware/software management, text editing concepts and skills, clerical skills, job search skills, data entry and database, information processing, and telecommunication skills.

The United States Employment Service has implemented a recently developed testing program. The Validity Generalization (VG) Testing Program, adopted its name from the meta-analytic technique which cumulates the findings of test validation studies. For this testing program, predictors were developed for five job families based on a validity generalization study of 515 validation studies. The Employment Service claims that these predictors are valid and virtually all jobs are covered in the five job families. This study is a direct test of the validity of one of the five predictors, Job Family IV Validity Generalization percentile scores. (The Employment Service estimates its true validity is .53.) Secondly, two potential moderators of that predictor's validity were investigated: jobs and locations. Three "computing and account recording" clerical jobs and two locations were examined. Finally, evidence of whether general abilities were better predictors of performance than specific abilities was examined, since the testing program's predictors are comprised of composite, general ability scores. A concurrent validation study was conducted with 219 clerical bank employees. Two predictors, the General Aptitude Test Battery (GATB) and the American Bankers Association's test battery, were administered. Two criteria measures were obtained, supervisory ratings on the Descriptive Rating Scale for all subjects, and, objective measures - strokes per hour - for proof operators. The observed validity for Job Family IV's predictor with the global DRS criterion was .16, Observed validity with a composite of DRS dimensions was .19. Corrected for attenuation, those coefficients were .18 and .20 respectively. However, general cognitive ability measures appeared to be slightly better than the percentile scores at predicting performance. While there was no statistical evidence of moderators, the relatively small effect size resulted in low power for the tests and may account for the results. Nevertheless, the evidence raised questions about the possible existence of situational moderators. Finally, measures of general ability did not appear to predict performance better than measures of specific abilities. / Ph. D.

by Yuen Siu Man Amy. / Thesis submitted in: August 1997. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1998. / Includes bibliographical references (leaves 143-150). / Abstract also in Chinese. / Acknowledgments --- p.ii / Abstract --- p.iv / Contents --- p.vii / List of Tables and Figures --- p.ix / Chapter Chapter One: --- Introduction --- p.1 / Chapter 1.1 --- "Women, Work and Gender Discrimination in Hong Kong" --- p.1 / Chapter 1.2 --- A Hidden Problem --- p.2 / Chapter 1.3 --- Argumentation Outline --- p.5 / Chapter 1.4 --- Methodology --- p.11 / Chapter 1.5 --- Structure of the Thesis --- p.13 / Chapter Chapter Two: --- "Women, Gender Segregation and Career" --- p.15 / Chapter 2.1 --- Theoretical Overview of Gender Segregation of Work --- p.15 / Chapter 2.2 --- "Women, Work Attitudes and Career Patterns" --- p.24 / Chapter 2.3 --- Framework and Conceptualization --- p.28 / Chapter Chapter Three: --- The Overview of Gender Segregation of Work in Hong Kong --- p.32 / Chapter 3.1 --- The Labor Force Participation of Women --- p.32 / Chapter 3.2 --- Gender Segregation of Occupation --- p.35 / Chapter 3.3 --- "Men's Income, Women's Income" --- p.44 / Chapter 3.4 --- A Concluding Remark --- p.48 / Chapter Chapter Four: --- Entering into the Clerical Work Force --- p.50 / Chapter 4.1 --- Educational Credentials --- p.50 / Chapter 4.2 --- Double Burden --- p.57 / Chapter 4.3 --- Convenient Choice --- p.61 / Chapter 4.4 --- A Concluding Remark --- p.64 / Chapter Chapter Five: --- Three Types of Working Strategies --- p.65 / Chapter 5.1 --- The Process of Reproduction of Gender Segregation of Work --- p.66 / Chapter 5.2 --- Stable Working Strategy --- p.70 / Chapter 5.3 --- Horizontal Mobility Working Strategy: a Privilege of the Young Women --- p.81 / Chapter 5.4 --- The Strategy of Leaving Clerical Work: a Common Practice of the Young Men --- p.92 / Chapter Chapter Six: --- Reconceptualization of Career --- p.104 / Chapter 6.1 --- Different Life Concerns --- p.104 / Chapter 6.2 --- Women's Attitudes Towards Paid Work --- p.108 / Chapter 6.3 --- "Different Meanings of ""Career""" --- p.112 / Chapter 6.4 --- Producing and Reproducing Gender Segregation of Work --- p.116 / Chapter 6.5 --- "Reconceptualizing ""Career""" --- p.119 / Chapter Chapter Seven: --- Conclusion --- p.122 / Chapter 7.1 --- Between Gender and Within Gender Difference in Working Strategy --- p.122 / Chapter 7.2 --- The Different Concepts of Career and the Reproduction of Gender Segregation --- p.126 / Chapter 7.3 --- Theoretical Implications: Revision on Gender Segregation of Work --- p.128 / Chapter 7.4 --- Practical Implications: Policy Implementation --- p.131 / Appendix A: Profile of the Informants --- p.134 / Appendix B: Questionnaire of the Interviews --- p.137 / Bibliography --- p.143

The reasons for making a survey of the clerical occupations of Sugar Land, Texas are to determine whether or not graduates of Sugar Land High School are qualified to accept positions offered them, and to obtain suggestions for revising the commercial curriculum of the school.