The purpose of this study was to assess the concurrent validity of the JAPQ in predicting the work output and tenure levels of persons employed in the occupation of Data Entry Operator-Financial Keyer. Three separate hypotheses were tested: (1) JAPQ-D2 differences based on employee tenure and output loads; (2) JAPQ dimension preference differences, which may not be reflected in JAPQ-D2 scores; and, (3) the relationship between employee tenure and employee output. Separate research questions focused on the applicability of the JAPQ in predicting employee tenure and employee output, based on multiple regression results. Sixty financial keyers were administered the JAPQ for comparison against a concurrent PAQ job analysis. For hypothesis testing, the subjects were separated into four groups according to tenure or output. No differences were found in the overall JAPQ-D2 score, comparing "high" (D2 = 6.53) vs. "low" (D2 = 6.60) output keyers and "long" (JAPQ-D2 = 6.26) vs. "short" (D2 = 7.16) tenured keyers. The keyer dimension profiles were highly similar, as indicated by positive correlations in the ranking of JAPQ dimension preferences for "high" vs. "low" output keyers (rho = .962; p ≥ .001) and for "long" vs. "short" tenured keyers (rho = .979; p ≥ .001). No relationship was found between keyer tenure and keyer output (r = .088; df = 58). When viewing the data incorporated in this area, two employees with extensive tenure and below average output appeared to have skewed the data. The data for these two employees was deleted and a second correlation was completed, resulting in a positive relationship between keyer tenure and keyer output (r = .426; df = 56; p < .01). Multiple regressions of JAPQ dimensions indicated promising predictability for "high output" keyers (adjusted R = .335; p ≥ .01) and for "long tenured" keyers (adjusted R = .433; ≥ .001). All results were discussed in respect to use of the JAPQ as an instrument for use in the personnel office. Recommendations for similar research is also mentioned.

Submitted by Mariana Dornelles Vargas (marianadv) on 2015-03-26T15:13:38Z No. of bitstreams: 1 usos_si.pdf: 603337 bytes, checksum: ff7f22f2c27efe5c88dd4ecdf36c774f (MD5) / Made available in DSpace on 2015-03-26T15:13:38Z (GMT). No. of bitstreams: 1 usos_si.pdf: 603337 bytes, checksum: ff7f22f2c27efe5c88dd4ecdf36c774f (MD5) Previous issue date: 2010-08-27 / Nenhuma / Este trabalho tem como objetivo desvelar os valores que emergem na atividade de trabalho de docentes de um curso de Pedagogia, em uma universidade privada e confessional, e as dramáticas vivenciadas por esses sujeitos ao se confrontarem com valores afins ao polo do bem comum e valores afins ao polo mercantil. Tais valores em suas dimensões distintas - valores não dimensionáveis e valores dimensionáveis, respectivamente - e as dramáticas vivenciadas por esses sujeitos são analisadas a partir do uso de si por si mesmo e do uso de si por outros, segundo a perspectiva da Ergologia. O material empírico é constituído pelas narrativas sobre a atividade de trabalho desses docentes e a sua confrontação, inspirada na metodologia de Pesquisa Formação desenvolvida por Marie-Christine Josso, e na contribuição das memórias e narrativas da pesquisadora das vivências como aluna desses professores no Curso de Pedagogia. A pertinência da utilização da Ergologia para este estudo contribui para dar maior visibilidade a pesquisas que, ao investigarem o trabalho docente, possam utilizar-se do paradigma ergológico e da Pesquisa Formação como base teórica de investigação. / This work aims to uncover the values that emerge in the activity of work of teachers in a Pedagogy course, in a private and confessional University, and the dramatic experienced by those subject to confront values related to the pole of the common good and values related to commercial pole. These values in their different dimensions - values not scalable and scalable, respectively - and the dramatic experienced by these subjects are parsed from the use of himself by himself and the use of himself for others, by an Ergology perspective. The empirical material consists of the narratives about the activity of work of teachers and their confrontation, inspired by the Research Training methodology developed by Marie-Christine Josso, and the contribution of the researcher's memories and narratives about experiences as a student of teachers in the Pedagogy course. The relevance of the use of Ergology for this study contributes to give greater visibility to researches that, by investigating the teaching job, can use ergological paradigm and Research Training as a theoretical basis for research.