The purpose of this study was to investigate the relative, efficiency of clinical and actuarial methods in predicting success of University freshmen. The clinical predictions were based on the judgements of two University counselors. The information available to the counselors consisted of an interview report sheet, scores from tests intended to measure general learning ability, English placement, mathematical ability, and an expression of vocational interests, as well as identifying information such as name, age, and other similar kinds of data. The actuarial prediction was based on a regression equation built on scores of two tests, one of mathematical ability, and one of English placement. These scores were among those available to the counselors. The regression equation was cross-validated in the study, since it was originally built on the scores obtained on these two tests by a previous sample of University freshmen, chosen on the same set of criteria. Predictions were made for 158 Arts freshmen registered at the University of British Columbia for courses amounting to exactly 15 units of credit (including two laboratory sciences and an introductory mathematics course of freshmen level). Each case included in the sample, had availed himself of University counselling and each counselor predicted only for those students he had personally counselled. One counselor predicted for 78 subjects, and, the other for 80 subjects. Predictions to success were made in terms of a "pass-fail” dichotomy. The relative efficiency of the two methods was tested against four criteria: better than chance prediction, homogeniety, relatedness, and "hit" predictions. In testing for "better-than-chance" prediction the accuracy of each method was compared with "chance prediction" accuracy, where "chance" accuracy was considered to be 50 per cent. In testing for homogeniety, the number of cases assigned to either category of the success dichotomy by each method was compared. In testing relatedness of predictions, a comparison was made in terms of agreement by the two methods in assigning, a given subject to one or the other category of the dichotomy. Finally, in comparing "hit" predictions, the number of predictions which were in fact correct predictions made by each method were used as the basis for comparison. Analysis of the obtained results showed no significant difference in efficiency of the actuarial and clinical methods in predicting success of University freshmen. Both methods were shown to be significantly better than chance predictors. / Arts, Faculty of / Psychology, Department of / Graduate

M.Comm. / This study was conducted with the purpose of illustrating the necessity for and complexity of the process identifying the factors that determine and influence organizational success. Organizations are entering a stage in history where change is the only constant. Authors use words like "earthquake", "revolution", "storm", "turbulence", "future shock", "explosion", "frenzy" and "change spiral" in an attempt to begin to describe what lies ahead for organizations of today. There is no escaping change. The cliché saying, "adapt or die", has never been more relevant than it is now. The type and extent of the changes awaiting organizations could mean either tremendous opportunity or tremendous threat. The shaping of an organization's future implies the successful management of the internal change process needed to fit the organization to its changing environments. The factors that will ensure, or at least positively influence, organizational success must be identified and addressed in a proper manner. The factors present themselves in four dimensions, namely the external environment, the internal environment, the people and the management of the organization. The findings of this research confirm the existence of particular factors in these three dimensions which will determine and definitely influence organization success. These factors range from macro economic trends, like the formation of international trading areas, to the micro redesign of individual jobs to liberate the entrepreneurial potential of people. It highlights the importance of the customer as the most important external factor and the employee as the most important internal factor, both of which are human factors without which there is no activity. The management of organizations has always been a key factor. This research employed in this study showed however that there are several new dimensions coming to the fore that managers will have to take cognizance of, since these aspects will increase their chances of being instrumental in attaining success. These include a need for visionary, strategic thinking, not just strategic planning. Leadership skills, rather than management skills, will also be required as well as an ability to rally people behind them. The general management and functional management functions have therefore all changed in their focus and application. Strategic planning must be replaced by a less ritualistic strategic management process that includes all employees. Participative management must be underpinned by co-ownership schemes. Change management and navigation will become core competency requirements. Marketing management must now involve the whole organization. Information technology must be viewed as a means to an end and not an end in itself. Integrated logistic management must be widely introduced. Human resource management must become a professional support function and production management must be integrated with the rest of the business functions and processes.

The purpose of this study is to analyze the information which is available to determine what past experience, personality and temperament traits, etc., distinguish the successful from the unsuccessful salesman, in order to have some criteria on which to base future selection.

The design of this experiment was developed to investigate the presence of success-striving and failure-avoidant motivational patterns in the level of aspiration behavior of retarded subjects. The primary objective of this study is to show that success-strivers are present in mentally retarded groups, even if in the minority.

This dissertation examined the relationship between the three year academic success of transfer students and the variables of race, gender, age, number of transfer credit hours, and place of residence. The study was conducted at Midwestern State University, a public, regional four-year institution and followed the incoming transfer classes of the fall 2005 (N = 292), 2006 (N = 323), and 2007 (N = 286) semesters. The subjects included in this study were all new transfer students who met the university.s requirement to live on campus. The dependent variable, three year academic success, was defined as whether or not the student was still persisting or had graduated within three years from the date of initial enrollment. The independent variables were housing status during the first semester after transfer, age at time of transfer, gender, race, and the number of credit hours at the time of transfer. The first research question aimed to determine if housing status impacted the three year academic success in the population. Chi-square analysis found that there were no significant distributions of the students who lived on-campus and the students who lived off-campus during their first semester after transfer. The second research question aimed to determine if the variables of age at the time of transfer, credit hours at the time of transfer, gender, race, and campus housing status impacted three year success. Logistic Regression showed that only gender (.003) was significant at ? = .05. The Exp(B) value for gender (1.514), showed that females were 1.514 times more likely to be successful than males when all other variables were controlled. The effect size of .019 indicated that the model only accounted for 1.9% of the variance, indicating that the model may not be a great predictor of student academic success. The results of this study, conducted at a regional, public, four-year institution, show that transfer students who lived in campus housing during their first semester after transfer did not achieve three year academic success at a significantly different rate than those students who lived off-campus. However, the study did find that females were 1.514 more time likely to be successful than their male counterparts.

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This study begins where the research and theory on women and success leave off. Throughout the seventies, the notion that women "feared success" was popular, and numerous studies used Matina Horner's (1968) construct of Fear of Success as an independent variable, even as attempts to replicate her study showed mixed results and raised serious questions. At the same time, feminist psychological theory was going in two new directions. Constructivist and some psychoanalytic theorists were looking at ways in which women conceive of reality differently from men (Gilligan, 1977, 1979; Murphy and Gilligan, 1980; Chodorow, 1978; Dinnerstein, 1976) . The question of morality, sense of self and why women mother were explored from these theoretical viewpoints. Other theorists (Bern, 1974; Spence and Helmreich, 1978; Kaplan, 1979; Kaplan and Sedney, 1980) were filling out the concept of psychological androgyny, and finding ways of measuring psychological sex which allowed an individual of either sex to be seen as psychologically feminine, masculine, or androgynous. Androgyny is defined as "the combined presence of socially valued, stereotypical, feminine and masculine characteristics" (Kaplan and Sedney, 1980, p. 6) with the result that the individual has a larger repertoire of behaviors to draw upon to meet the needs of various life situations. Although these two branches of feminist theory have been set up against each other under the labels "androgyny theory" and "difference theory" (since the constructivists and analytic theorists saw women's worldview as innately different from men's), both are necessary for further consideration of the question of sex differences and success.

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No description available.