Recently there has been considerable discussion concerning the role of the elementary school principal in professional negotiation. A large body of evidence points to the fact that elementary principals do not have a specifically determined role in the process of professional negotiation.The purpose of the study was to assess the perceptions of two groups of public elementary school principals, from dissimilar professional environments, toward selected position, institution, and issue concepts relevant to professional negotiation, in order to derive information which would serve to explicate and facilitate the development of guidelines for the future role of the elementary principal in professional negotiation.The two groups chosen to participate in the study were the public elementary school principals in Muncie and Anderson, Indiana. The selection was made on the basis of the comparable size and geographic location of the cities, the close parallel in average daily attendance of the school systems, and the similarity in socio-economic composition of the communities involved.The elements of diversity between the groups were that the Anderson principals operated in a professional environment characterized by active formal negotiation; whereas, the Muncie principals functioned in a professional environment not yet actively involved in formal negotiation.Two instruments were utilized in the study: a semantic differential instrument composed of ten bi-polar adjective scales, five each for the evaluative and potency dimensions, designed to judge twenty-six position, institution, and issue concepts relevant to professional negotiation and a follow-up questionnaire composed of fifteen items designed to provide comparative and descriptive data.Data from the instruments were presented in the form of group factor means, concept scale means, group profiles, semantic distances, semantic space models, and tabulated response frequencies. The methods employed in presenting the data were designed to provide a complete comparison of the two groups of elementary school principals. A one-way analysis of variance was employed for statistical treatment of the data in order to determine differences of statistical significance between group factor comparisons.In summary, only eight of the fifty-two possible factor comparisons proved to be statistically significant using .05 as the acceptable level of significance. On the evaluative dimension, the Anderson elementary principals perceived the concepts of (1) exclusive recognition, and (2) unlimited scope of negotiation to be of a more negative value, and the concept of (3) the elementary principal on the board negotiating team as a more favorable action than did the Muncie elementary principals.On the potency dimension, the Anderson elementary principals perceived the concepts of (4) strike and (5) American Federation of Teachers to be more forceful, and the concepts of (6) the elementary principal on the elementary principal negotiating team, (7) mandatory state legislation on professional negotiation, and (8) the American Arbitration Association as being less forceful than did their counterparts in Muncie.Both groups favored the inclusion of the elementary school principal on an independent elementary principal negotiating team, the board of education negotiating team, or a middle management negotiating team over affiliation with the teachers' negotiating team or a non-participation position. An independent elementary principal team was the most popular and a non-participation alternative was viewed with the greatest disfavor.Significant findings from questionnaire data were that Anderson elementary principals (1) were more experienced with work stoppages and strikes, (2) had been involved more frequently in formal negotiation with teachers, (3) held a much lower opinion of the effectiveness of the elementary principal in professional negotiation, (4) felt more strongly that professional negotiation would lessen the authority of the elementary principal, (5) indicated more divergent views regarding the future role of the elementary principal in professional negotiation, and (6) exhibited considerably less membership support of professional organizations than did the elementary school principals in Muncie.

Over the last decade, globalization has influenced organizations to see the world as a market as well as a source of competition. Under this view, studies by May (1997), Brake (1997), McKenna (1998), Morrison (2000), Stanek (2000) and Suutari (2002) have expressed the need to develop "global leaders" who are a new breed of managers. In order to develop "global leaders", organizations need to identify a new set of competencies for their managers. It is the role of human resource managers to develop these competencies. / This paper aims to review the literature examining how globalization has shaped organizational strategies to achieve competitive advantage, and how this presents a new challenge for their human resource practitioners to develop global leaders. As the full impact of globalization becomes a reality for developing countries in Asia, this paper draws the conclusion that more research is needed to find out the strategies needed for developing global leaders, particularly in an Asian and Malaysian context. / Thesis (DoctorateofBusinessAdministration)--University of South Australia, 2007.

The prevailing conceptualization of employee performance is that performance is due to both innate and acquired characteristics of the employee. While the innate characteristics (such as personality or intelligence) are viewed as outside the manager's ability to control, the acquired characteristics (such as skills or behaviours) are subject to managerial control. As a result of this, a great deal of emphasis in Western theories has been on accurately measuring performance, and on providing appropriate interventions to being about an improvement in performance. In particular, the Western theories have concentrated upon the cognitive models underlying managers' evaluations of subordinate performance, since these cognitive models influence both the evaluations and actions that managers take. Using the knowledge, systems have been developed to help managers improve the accuracy and effectiveness of performance evaluation. Examples of practices adopted include the setting of external performance standard through job analysis, the development of rating methods to guide the evaluation process, and the provision of feedback. / Thesis (PhD)--University of South Australia, 2005.

Thesis (DBA(DoctorateofBusinessAdministration))--University of South Australia, 2004.

Thesis (M.Ed.)--University of South Australia, 1997.

Thesis (MEd) -- University of South Australia, 1993

In this thesis an integrated approach to analysing small In this thesis an integrated approach to analysing small firm employment relations is proposed and used to investigate the image of industrial harmony in small firms. This approach accommodates small firm heterogeneity, provides an analytical framework for ordering the effect of a range of factors (not simply size) on employment relations, and incorporates a dialectical relationship between structure and agency. In Chapters 2 and 3 some of the key theoretical and methodological gaps in small firm research, particularly their employment relations, are highlighted. At the conclusion of Chapter 2, it is suggested that an analysis of small firm employment relations must start with the totality of economic and social relations in a particular sector, and its contradictory constituents, rather than the small firm per se. Rainnie’s (1989) heuristic device, drawing upon Marxist theory of combined and uneven development, is adopted to accommodate small firm heterogeneity. After reviewing studies of small firm industrial relations and human resource management, it is argued, in Chapter 3, that by incorporating the dialectical relationship between structure and agency with a labour process analysis, an explanation for why ‘industrial harmony’ appears to typify small firm employment relations can be sought. (For complete abstract open document)

Thesis (M.C.M.) -- Lincoln University, 2007.

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

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