Professionals called upon to design and deliver online professional development face unique challenges in fulfilling those roles when they may have little or no training experience within the online medium. Using research-based recommendations from the literature via a design and development methodology, this study operationalizes findings into Gilbert's (1978) Behavior Engineering Model to create guidelines for designing and delivering continuing professional development within the online medium. An expert review serves to validate and lead the revision process for the guidelines. This study describes the literature, guideline development, experts' reviews, and the validation of the guidelines. / Doctor of Philosophy / Often, individuals in the workforce are asked to design and teach professional development that is not delivered in a face to face setting. It is a challenging task that could be made easier by following guidance that has been developed by instructional designers and researchers. As such, this study highlights the techniques and best practices located within the publications from the fields of professional development, online learning, and instructional design. These techniques and best practices have been organized into a performance improvement model established by Thomas F. Gilbert entitled The Behavior Engineering Model (1978) and follows the research method known as development research. The findings of this study were reviewed by three experts who research the areas of online learning, performance improvement, and instructional design.

The job of principals is demanding and evolving; consequently, they cannot lead alone. Teacher leaders can be a valuable resource if principals know how to build leadership capacity in teachers and practice distributive leadership. Understanding principals' and teachers' perceptions of their needs and how to best meet these needs can aid principals in building, and sustaining teacher leadership capacity. Therefore, the purpose of this qualitative study was to identify principals' and teachers' perceptions of their need and efforts to build teacher leadership capacity through school-level supports and professional development as well as principals' and teachers' perceptions of their ability to act as teacher leaders having participated in school-level professional development. Existing literature on building teacher leadership and sharing leadership responsibilities as it relates to the role of the principal, professional development, and sustainability was reviewed. Qualitative data were collected from 18 teachers and six principals in teacher focus groups and individual principal interviews in six high schools in one division in southeastern Virginia. At the conclusion of the data collection process, the researcher examined the perceptions of the teachers and the principals. The analysis revealed principals' and teachers' perceptions about the following areas: formal and informal leadership roles; professional development opportunities, teacher leadership structures in schools, strategic plans for building teacher leadership, mentor relationships between principals and teachers, barriers to teacher leadership, and recommendations for improved professional development opportunities. The study reinforced the notion that school-level supports and professional development need to be systematic and strategic. / Ed. D. / In the past forty years, significant pressure has been placed on school principals to manage schools, provide quality instruction, and raise student achievement. One person cannot accomplish this alone. Rather, school leadership succeeds when teachers take on leadership roles to assist the principal. In order for teachers to become teacher leaders, they need to receive professional development and opportunities to lead at the school level. Therefore, the purpose of this study was to examine the perceptions of principals and teachers as they relate to teacher leadership, leadership opportunities provided by the principal, and professional development. Six high school principals were interviewed individually and eighteen high school teachers, three per focus group, were interviewed in one school division in southeastern Virginia. The interviews revealed principals’ and teachers’ perceptions about the types leadership roles offered, the quality of the professional development opportunities available, the teacher leadership structures in the school, the types of mentor relationships between principals and teachers, the barriers to teacher leadership, and the recommendations for improved professional development opportunities. The study reinforced the notion that school-level supports and professional development need to be systematic and strategic.

No / Nurses who develop high level critical thinking skills, such as those required for mentorship have become a human commodity. In light of this phenomenon this paper will critically investigate whether such skills have the capacity to create purposeful opportunities for learning, whilst improving career prospects and ultimately enhancing patient care.

Approved for public release, distribution is unlimited / This thesis analyzes the effects of commissioning sources on the retention and promotion of U S Army officers The data in this thesis were taken from the Active Duty Military Master File, with separate data sets for cohorts commissioned from 1981 through 2001 We describe three logistic regression models: Retention to the Grade of O-4, Promotion to O-4, and Promotion to O-5 We conclude that Academy graduates have the lowest retention rates, whereas OCS graduates have the highest retention rates Among male officers, retention rates are higher for ROTC graduates than for those with Direct Appointments; among female officers retention rates are higher for Direct Appointments than ROTC graduates The Promotion to O-4 Model indicates that the effect of commissioning source is different within gender, race and marital status groups The results of the promotion to O-5 model contrasts with those of the O-4 models Academy graduates are more likely to be promoted to Lieutenant Colonel than those from other sources, followed by ROTC graduates and then Direct Appointments The effects of the Army's reduction in force ("drawdown") between 1989 and 1996 are not accounted for in this thesis as they cannot be modeled with the data at hand. / First Lieutenant, Turkish Army

This research takes the perspectives of employees¡¦ perception towards Organizational Change; explore the influential factors of Career Development of Marsh insurance brokers and its relationship with Emotional Intelligence. Besides, this research takes personal differences of population variable as independent variable, independently explore each influential factor and analyze its variance. Having gone through the process of literature review, consulting professionals and interviewing with the employees, the research framework was then finalized. Taking into account the issue of language and terminology differences, apart from consulting four insurance professional on questionnaire design, comment from the head of Human Resources of each country was also sought. Finally it was decided to have 3 versions of questionnaire, i.e. the Traditional Chinese version, Simplified Chinese version and English version. 107 valid questionnaires were finally collected with a valid sample return rate of 36.27%. Regarding the statistical analysis, firstly a confidence analysis was done on each variable factor to validate its confidence. Those inapplicable questions were then deleted. Then other statistical tools like Independent T Test, one-way ANOVA, Pearson correlation analysis, multiple regression analysis were employed to perform further analysis. It is shown that there are only a few findings of significant variance on personal background of population statistics and its independent variables, dependent variables, moderating variables. This matches with the characteristics of cultural difference. Besides, in the aspect of ¡§Perception towards Organizational Change¡¨, there are only a few factors which have significant relations on ¡§Influential Factors of Career Development¡¨, implying that personal factor and the need for teamwork are the key factors. This also matches with the fact that servicing corporation emphasizing team-spirit, but not only heroic individualistic operation. Finally, in the relationship of Emotional Intelligence on ¡§Perception towards Organizational Change¡¨ and ¡§Influential Factors of Career Development¡¨, it appears ¡§Emotion¡¨and¡§Behavior¡¨with moderating effect on partial Influential Factors of Career Development. This shows that personal elements and teamwork have significant impact on interpersonal relationship. Hence, effectively enhance the interaction of employees with the participation of senior management and team leaders take care of subordinates will help to build good team spirit and working environment.

This study uses a narrative and hermeneutic approach to explore the career development often professional Black South African women. Using an interview guide developed by Brown and Gilligan (1991) and adapted by Mautner and Doucet (1996) career narratives were collected from the ten women. The narratives were analysed using a Reading Guide (Tappan and Brown, 1992). This method involved reading each narrative a number of times, focusing on a particular aspect of the respondent's narrative with each reading. Four major themes emerged through the process of interpretation; 1) contextualised career narratives, 2) positive non-directional career narratives, 3) the social embeddedness of the career narratives and 4) gendered career development. A number of recommendations for research, practice and theory building were made on the basis of the interpretation. / Thesis (M.Soc.Sci.)-University of Natal, Pietermaritzburg, 2002.

Thesis (M. Ed.)--University of Hong Kong, 1989. / Includes bibliographical references (leaf 96-100).

Thesis (M.Ed.)--University of Hong Kong, 1989. / Includes bibliographical references (leaves 96-100). Also available in print.

The purpose of this study was to examine family influences on career development and aspirations of young adults. Theories and research have examined the influence parents have on children's career development, but because of the multiple factors that influence career choices, understanding the family's influence is complex. The current study utilized ideas from self-determination, attachment, and career development theories to develop a framework for understanding how families influence young adult career development and aspirations. Rather than directly influencing career decisions, the family was proposed to influence processes within individuals that directly influence successful career development. This study used hierarchical regression analyses to test whether different aspects of family relationships and the family environment affect processes within young people, which in turn influence career development. A sample of 99 female and 34 male undergraduate students between 18 and 20 (mean age 18.67) completed questionnaires. Results support the idea that different aspects of the family influence diverse factors of career development and future aspirations. The achievement orientation of the family was predictive of career salience and extrinsic aspirations. Conflict with mothers was predictive of career salience, yet support and depth in the relationship with mothers and low amounts of conflict in the relationship with fathers were predictive of career maturity. High career salience was also predictive of career maturity. The hypothesis that factors play a mediating role between the family and career development variables was not supported. These findings suggest future research should assess multiple aspects of the family and multiple facets regarding career development to more fully understand this process. In addition, findings support the idea that career counselors should assess family functioning when helping young people in their career development journey.

Career development is becoming a nationwide focus beginning in elementary schools for a variety of reasons. This is particularly true in Virginia as noted by Virginia’s College and Career Readiness Initiative published in September of 2010 by the Virginia Department of Education. Virginia’s Board of Education adopted the Virginia state school counseling standards in January of 2004 that specifically identified career development as an integral part of elementary school counseling (Virginia Board of Education, 2004). This study was conducted to identify what career development practices K-5 elementary school counselors reportedly conducted in the 2010-2011 school year, the extent counselors believed they were meeting Virginia elementary counseling standards, and if a relationship existed between counselor self-efficacy and specific career development practices. The researcher also measured if a relationship existed between counselor self-efficacy and the total number of career development activities each counselor conducted in the 2010-2011 school year. Virginia public elementary school counselors were emailed and asked to participate in an online survey that was comprised of a portion of The Florida School Counselors Survey 2000 (Osborn & Baggerly, 2004) and The School Counselor Self-efficacy Scale (SCSE) (Bodenhorn & Skaggs, 2005). Results indicated the activities conducted most often by counselors who reported meeting all state standards were: conducting classroom career exploration, using print materials, and using online career exploration programs. The career development practices showing a significant practical difference in means conducted by counselors with high self-efficacy scores included, conducted classroom career exploration, used online career exploration programs, informed parents of career development school counseling standards, and informed teachers of ways to incorporate career development into the classroom. No relationship was indicated between counselors conducting a certain number of career development practices and self-efficacy scores. Implications from the results may benefit counselor educators to determine if it is necessary to expand elementary career development instruction and preparation for future elementary school counselors. Future research in this area would be helpful on both the state and national levels to create a detailed list of expectations and means of accountability in meeting both state career development standards and ASCA career development standards. / Ph. D.