Based on the vocational personality trait, this study aims to explore the relationship between the vocational preference inventory conducted by new recruitment of T Bank and their individual performance, as well as the influences of professional training hours on different level of works. Furthermore, this study will search for the correlation between controlling variables and population variables. This study collects relevant information from database established at T Bank beginning from its establishment to the end of 2003, which are categorized as the following files: ¡§vocational preference inventory¡¨, ¡§educational training¡¨, ¡§employees¡¦ performance¡¨ and employees¡¦ basic information¡¨, then executes the statistic analysis for a total of 926 effective samples through one-way ANOVA, Pearson correlation analysis, multiple regression analysis. This study also uses the results of the vocational preference inventory, conducted by the T Bank new recruitment, as the independent variables, individual performance as dependable variables and the professional training hours, work classification as moderating variables, searching for the correlation and influence between them. Furthermore, this study searches for the moderating effects between each item of variables by using the professional training hours and work classifications as moderating variable. This study reveal that the variables such as ¡§gender¡¨, ¡§age¡¨, ¡§education¡¨ and ¡§work period¡¨ appear obvious discrepancy respectively in individual performance, while there is no obvious difference in the devotional degree of an organization. Then, there is an obvious correlation in some parts of professional personality trait, revealing a fact that the employees should be assigned for his or her work according to the results of the vocational preference inventory. In the ¡§work classification¡¨ to ¡§vocational personality trait¡¨, ¡§leadership¡¨ and ¡§challenge¡¨ show the moderating effects on ¡§indivisual performance¡¨. Finally, the study indicates that the ¡§professional training hours¡¨ has no moderating effects on the ¡§professional personality trait¡¨ and ¡§individual performance¡¨ and it also presents that the ¡§independence¡¨ in the ¡§professional personality trait¡¨ is the key factor for each employee¡¦s independent learning. The results of study also reveal that the vocational preference inventory and the professional training hours play in employees training. There are few studies for the vocational preference inventory, in particular its substantial experiment; therefore, this study aims to enhance and supplement the study for this part. On the other hand, this study also approves that the professional training shall be designed on a basis of short-term course in order to meet the actual requirements and efficiently carry out one special mission.

Thesis (Ph.D.)--University of Delaware, 2009. / Principal faculty advisor: Mary Dozier, Dept. of Psychology. Includes bibliographical references.

Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves [72]-79). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves [72]-79). Also available on the Internet.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2001. / Includes bibliographical references.

Thesis (Ph. D.)--Florida State University, 2003. / Advisor: Dale W. Lick, Florida State University, College of Education, Dept. of Educational Leadership and Policy Studies. Title and description from dissertation home page (viewed Nov. 21, 2003). Includes bibliographical references.

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No description available.

The concepts of transformational and charismatic leadership have led to a variety of leadership behaviors and practices that seek to enhance followers' motivation to perform beyond expectations, by changing their values, goals, needs and aspirations at work. One such activity, which has gained momentum and interest in recent years, is the dissemination of a vision. This thesis is an attempt to investigate the nature of the visioning process in organizational leadership through theoretical analysis and empirical investigation. / An analysis of the visioning process yielded two important components: the visioning activity and the visioning product. Based on this analysis and a review of the existing literature, vision was defined as a product with content and the visioning activity a two-stage process involving vision formulation and vision articulation. Building on these definitions, a number of vision content characteristics and visioning behaviors were examined, leading to theoretical propositions and testable hypotheses. / The empirical test of the proposed theoretical framework was carried out in two studies. Study 1 investigated observers' perceptions of leader behaviors, vision content characteristics and related attributions of vision and visionary leadership. This study was conducted using analyses of biographical and autobiographical accounts. Study 2 sought to replicate the investigation with direct observations from followers of "real-life" organizational leaders. / The empirical test substantiated the importance of distinguishing between the various content characteristics of visions as they relate to attributions of vision and visionary leadership on the part of observers/followers. The empirical results also support the importance of distinguishing between the various components of the visioning activity of leaders as they relate to attributions of vision and visionary leadership on the part of observers/followers. Finally, the results suggest distinct relationships between the attributions of vision/visionary leadership and various effects of the visioning process on followers. / In light of these results, suggestions for future research and implications for leadership practice are discussed.

Although there has been increased understanding of the dynamics of intense perfectionism and self-criticism, studies need to address more directly the mechanisms or processes through which perfectionism has its ill effects. The present research examined the roles of daily stress, coping, and perceived social support in the relation between two different perfectionism dimensions and distress symptoms (i.e., depression, anxiety, negative affect, low positive affect). In two studies, confirmatory factor analysis supported the existence of two perfectionism factors, which were referred to as evaluative concerns perfectionism and personal standards perfectionism. In Study One, university students (136 men; 307 women) completed measures of perfectionism, hassles, coping, perceived social support, depression, and anxiety. Confirmatory factor analysis supported the measurement model used in this study. Structural equation modeling indicated that hassles, avoidant coping, and perceived social support were each unique mediators which together fully explained the strong relation between evaluative concerns perfectionism and distress. Personal standards perfectionism had a unique association with active coping only. Hassles and social support also moderated the relation between both dimensions of perfectionism and distress. Study Two examined daily event appraisals, avoidant coping, and perceived social support as trait mediators in the relation between the evaluative concerns dimension of perfectionism and high negative affect and low positive affect. University students (66 men; 104 women) completed questionnaires at the end of the day for seven consecutive days. Trait influences were found in the daily reports of event appraisals, coping styles, and social support. Confirmatory factor analysis supported the construct validity of the perfectionism and aggregated daily measures. Structural equation modeling indicated that avoidant coping fully explained the relation between