Thesis (D. Min.)--Trinity Evangelical Divinity School, 1993. / Abstract. Includes bibliographical references (leaves 102-108).

Thesis (Ph. D.)--Ohio State University, 2005. / Title from first page of PDF file. Document formatted into pages; contains xii, 171 p. Includes bibliographical references (p. 137-153). Available online via OhioLINK's ETD Center

Thesis (D. Min.)--Trinity Evangelical Divinity School, 1993. / Abstract. Includes bibliographical references (leaves 102-108).

ABSTRACT It is unfortunate that many graduates have difficulty in finding employment after completing their studies. Although graduates typically have academic and technical skills, they often lack some basic skills, also referred to as employability, or work readiness skills. Work Readiness Programmes, such as the Fasset Work Readiness Programme, have been introduced to bridge the gap between studies and work and aim at equipping graduates with the skills required in order to secure employment. The question was raised whether the skills that are advanced by means of the Fasset Work Readiness Programme, are in accordance with the skills that employers require from graduates for entry level positions. The objective of the research is to conceptualise the skills and competencies required from graduates for entry level positions and to determine if the skills and competencies that are advanced by means of the Fasset Work Readiness Programme and deemed important by graduates, are in accordance with the skills and competencies sought by employers in the Fasset sector. The specific aims of the study are as follows: (a) to conceptualize work readiness and the skills and competencies required from graduates for entry level positions; (b) to determine if the skills and competencies that are required from graduates for entry level positions in the Fasset sector are in accordance with the skills advanced by means of the Fasset Work Readiness Programme and (c) to determine which skills graduates regard as important for the world of work. Two quantitative research questionnaires (one for graduates and one for organisations) were developed for the purpose of the research. Both questionnaires consisted of two sections - a section containing biographical information that was used to compare differences between the groups and a section referring to the research aims. Descriptive statistics was one of the methods employed to analyze the data. The questionnaires proved to be reliable (Cronbach alpha coefficients and inter-item correlations were calculated). A preliminary investigation into the validity of the questionnaire was done. The research was successful in achieving the research aims. The skills and competencies required from graduates for entry level positions were conceptualized by means of an extensive literature review (including South African as well as international research). The research indicated that although Fasset registered employers regard some of the skills/competencies that are advanced by means of the Fasset Work Readiness Programme (i.e. oral communication, interpersonal skills and teamwork) as important, they value other work readiness skills that are not directly addressed by the Fasset Work Readiness Programme (i.e. mature attitude, innovation, positive work ethic) just as much. Graduates regard the skills/competencies that are included in the Fasset Work Readiness Programme (such as oral communication, written communication, interpersonal skills and teamwork and occupation skills) as more important than other work readiness skills that are not addressed by the programme (i.e. self-discipline, confidence, self-reliance, leadership, mature attitude and motivation). Graduates in general agreed that self-discipline, career development, the effective use of physical resources, independent time management, understanding an organisation's functioning in relation to its competitors and effective team work are important skills/competencies in the world of work. Recommendations are made for work readiness programmes in general, and for the Fasset Work Readiness Programme, as well as for future research. OPSOMMING Dit is ongelukkig die geval dat talle graduandi (mense wie grade of diplomas voltooi het) sukkel om werk te kry nadat hulle hulle studies voltooi het. Alhoewel graduandi gewoonlik die akademiese en tegniese vaardighede het wat verwag word, het hulle dikwels nie die basiese werkgereedheidsvaardighede nie. Werkgereedheidsprogramme, soos die Fasset Werkgereedheidsprogram, is ingestel om die gaping tussen studies en werk te oorbrug. Die doel van die program is om leerders bloot te stel aan die vaardighede wat vereis word om sodoende werk te kry. Die vraag het ontstaan of die vaardighede wat deur die Fasset Werkgereedheidsprogram aangespreek word ooreenstem met die vaardighede wat werkgewers in die Fasset sektor van graduandi verwag vir intreevlak posisies. Die doel van die navorsing is om die vaardighede wat van graduandi verwag word vir intreevlak posisies te konseptualiseer en om te bepaal of die vaardighede wat deur die Fasset Werkgereedsheidsprogram aangespreek word en deur graduandi as belangrik geag word, ooreenstem met die vaardighede wat werkgewers in die Fasset sektor van graduandi verwag vir intreevlak poste. Die spesifieke doelstellings van die navorsing is om (a) die werkgereedsheid en die vaardighede wat van graduandi verwag word vir intreevlak posisies te konseptualiseer; (b) om te bepaal of die vaardighede wat van graduandi verwag word vir intreevlak posisies in die Fasset sektor ooreenstem met die vaardighede wat deur die Fasset Werkgereedheidsprogram aangespreek word en (c) om te bepaal watter vaardighede graduandi as belangrik ag in die werkswêreld. Twee kwantitatiewe navorsingsvraelyste (een vir graduandi en een vir organsiasies) was ontwikkel vir navorsingsdoeleindes. Beide vraelyste het uit twee afdelings bestaan - `n afdeling vir biografiese besonderhede wat gebruik is om verskille tussen sub-groepe te bepaal, en `n afdeling wat verwys het na die navorsingsdoelwitte. Beskrywende statistiek is een van die metodes wat gebruik was om die die data te analiseer. Volgens die Cronbach alpha koëffisiënte en inter-item korrelasies wat bereken was, is die vraelyste betroubaar. `n Voorlopige ondersoek m.b.t die geldigheid van die vraelys is ook gedoen. Die navorsingsdoelwitte was suksesvol deur die navorsing aangespreek. Die vaardighede wat van graduandi verwag word vir intreevlak posisies is gekonseptualiseer d.m.v. `n intensiewe literatuurstudie, wat Suid-Afrikaanse sowel as internasionale navorsing insluit. Die navorsingresultate het aangedui dat alhoewel werkgewers in die Fasset sektor sommige van die vaardighede wat deur die Fasset Werkgereedheidsprogram aangespreek word (bv. verbale kommunikasie, interpersoonlike vaardighede en spanwerk) as belangrik ag, daar ander werkgereedheidsvaardighede is wat nie deur die program aangespreek word nie (bv. volwasse houding, innovering, en positiewe werksetiek) wat ook as belangrik geag word. Graduandi het die vaardighede wat deur die Fasset Werkgereedheidsprogram aangespreek word as meer belangrik geag as ander werkgereedheidsvaardighede wat nie direk deur die program aangespreek word nie. Verder het graduandi in die algemeen aangedui dat self-dissipline, loopbaanbestuur, effektiewe gebruik van fisiese hulpbronne, spanwerk en `n begrip van die organisasie se werking met betrekking tot kompeteerders, belangrikke werkgereedsheidsvaardighede is. Aanbevelings vir werkgereedheidsprogramme in die algemeen, vir die Fasset Werkgereedheidsprogram en vir verdere navorsing is gemaak. / Industrial and Organisational Psychology / M.A. (Industrial Psychology)

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Multipotentiality makes career counseling with gifted students difficult. High-flat vocational profiles give the impression that gifted students can develop a wide range of abilities to an equally high level. High-flat vocational profiles may be due to assessments that consider abilities and disregard interests and values, and ceiling effects from the use of age-appropriate, rather than cognitively-appropriate measures. Subjects included 170 gifted students from a residential, early college entrance program (M=15.9 yrs., SD=.361). Subjects completed the Scholastic Aptitude Test, Self-Directed Search, and Study of Values. McNemar's Test of Correlated Proportions shows the proportion of multipotential profiles decreases significantly when cognitively-appropriate measures of interests and values are considered, in addition to abilities. Pearson Chi-square shows no ethnic differences.

Due to physical, cognitive and emotional impairments, many individuals are unemployed or under-employed following a traumatic brain injury. The research evidence links the rigour of a vocational evaluation to future employment outcomes. Despite this link, no specific guidelines exist for vocational evaluations. Using the research evidence and a diverse panel of clinical and academic experts, the primary objective of this doctoral research was to develop an inter-professional clinical practice guideline for vocational evaluation following traumatic brain injury. The objective of the guideline is to make explicit the processes and factors relevant to vocational evaluation, to assist evaluators (i.e. clients, health and vocational professionals, and employers) in collaboratively determining clients’ work abilities and developing recommendations for work entry, re-entry or vocational planning. The steps outlined in the Canadian Medical Association's Handbook on Clinical Practice Guidelines were utilized to develop the guideline and include the following: 1) identifying the guideline’s objective/questions; 2) performing a systematic literature review; 3) gathering a panel; 4) developing recommendations; 4) guideline writing; 5) pilot testing. The resulting guideline includes 17 key recommendations within the following seven domains: 1) evaluation purpose and rationale; 2) initial intake process; 3) assessment of the personal domain; 4) assessment of the environment; 5) assessment of occupational/job requirements; 6) analysis and synthesis of assessment results; and 7) development of evaluation recommendations. Results from an exploratory study of the guideline’s implementation by occupational therapists in their daily practices revealed that clinicians used the guideline to identify practice gaps, systematize their evaluation processes, enhance inter-professional and inter-stakeholder communication, and re-conceptualize their vocational evaluations across disability groups. Statistically significant improvements were also noted in clients’ participation scores on the Mayo-Portland Adaptability Inventory–4 following guideline use. This guideline may be applicable to individuals with TBI, clinicians, health and vocational professionals, employers, professional organizations, administrators, policy makers and insurers.

Due to physical, cognitive and emotional impairments, many individuals are unemployed or under-employed following a traumatic brain injury. The research evidence links the rigour of a vocational evaluation to future employment outcomes. Despite this link, no specific guidelines exist for vocational evaluations. Using the research evidence and a diverse panel of clinical and academic experts, the primary objective of this doctoral research was to develop an inter-professional clinical practice guideline for vocational evaluation following traumatic brain injury. The objective of the guideline is to make explicit the processes and factors relevant to vocational evaluation, to assist evaluators (i.e. clients, health and vocational professionals, and employers) in collaboratively determining clients’ work abilities and developing recommendations for work entry, re-entry or vocational planning. The steps outlined in the Canadian Medical Association's Handbook on Clinical Practice Guidelines were utilized to develop the guideline and include the following: 1) identifying the guideline’s objective/questions; 2) performing a systematic literature review; 3) gathering a panel; 4) developing recommendations; 4) guideline writing; 5) pilot testing. The resulting guideline includes 17 key recommendations within the following seven domains: 1) evaluation purpose and rationale; 2) initial intake process; 3) assessment of the personal domain; 4) assessment of the environment; 5) assessment of occupational/job requirements; 6) analysis and synthesis of assessment results; and 7) development of evaluation recommendations. Results from an exploratory study of the guideline’s implementation by occupational therapists in their daily practices revealed that clinicians used the guideline to identify practice gaps, systematize their evaluation processes, enhance inter-professional and inter-stakeholder communication, and re-conceptualize their vocational evaluations across disability groups. Statistically significant improvements were also noted in clients’ participation scores on the Mayo-Portland Adaptability Inventory–4 following guideline use. This guideline may be applicable to individuals with TBI, clinicians, health and vocational professionals, employers, professional organizations, administrators, policy makers and insurers.