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The impact of a career planning and decision-making course on first year community college studentsCooke, Dorothy Cosby 16 September 2005 (has links)
The present study was focused on higher education settings and the implementation of career education programs to promote the career development of their students. The major purpose of this study was to determine if the course, Career Planning and Decision-Making (1980), which was developed by Appalachia Educational Laboratory, was effective in assisting Freshmen community college students in developing their career planning and decision-making skills and enhancing their career decision-making behavior. The secondary purpose of the study was to obtain the students' evaluations of the course. The Career Planning and Decision-Making Student Surveys, the Assessment of Career Decision- Making (ACDM), the end-of-unit evaluations, and a structured interview were used to gather data. Analysis of variance was utilized to determine the significance of the difference between the groups on the pretest scores at the -05 level of significance. The differences following treatment were determined by repeated measures analysis of variance using the .05 level of significance.
The course, Career Planning and Decision-Making (CPDM) was taught during the Winter Quarter, 1981, at a small rural community college in Virginia. The population consisted of forty five freshmen in transfer programs who volunteered to enroll in the course. From this group assignment was made to the experimental group (N=18) and the control group (N=18).
Analysis of the results revealed: (1) significant differences between CPDM and non-CPDM students at the .05 level of significance on achievement of course objectives as measured by the Student Surveys and (2) significant differences at the .05 level of significance between CPDM and non-CPDM students on the Rational style of decision-making, as measured by the ACDM. There were no significant differences at the .05 level on (a) progress made with regard to implementation of the decision to go to college, (b) progress made with regard to selecting a major, and (c) progress made with regard to selecting an occupation to pursue after college completion, as measured by the ACDM. A review of the structured interview and end-of-unit responses indicated that the students felt they had been stimulated by the course, in a positive way, in their career planning. They recommended that the course become a permanent course offering at the freshmen level. Through a comprehensive analysis of the findings, the conclusion was reached that overall the course, Career Planning and Decision-Making was effective in assisting college students in developing their career planning and decision-making skills as well as enhancing their career decision making behavior. / Ed. D.
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Sexuality education and life-skills acquisition in secondary schools : guidelines for the establishment of health promoting schools / Beverley Buckley-WillemseBuckley-Willemse, Beverley January 2005 (has links)
Sexuality education has been introduced into the South African syllabus, on a
very elementary level, in the Life Orientation learning area of Outcomes-
Based Education widely known as Curriculum 2005. Unfortunately outcomes based
education ends in Grade 9, leaving learners from Grade 10 -12 with the
old syllabus that includes academic subjects only. Very few schools follow a
sexuality education programme in Grades 10 - 12 on their own initiative,
because it is not compulsory in these grades.
The Health Promoting Schools' policies do not include a comprehensive
sexuality education programme outline as yet, but when the life-skills
approach that is taught in Life Orientation is considered, many similarities in
these approaches are identified. Therefore, sexuality education should not be
purely factual, but should be taught in conjunction with important life-skills.
The two skills investigated in this study are the ability for adolescents to
identify and avoid risk behaviour and to be able to make more responsible
decisions.
Two schools in the Bronkhorstspruit area were identified to take part in this
project. School A has implemented a comprehensive sexuality education
programme for all its learners and School B has not. The results of the data
collected from the questionnaire completed by 100 respondents from the two
schools indicated that those from School A had a significantly higher level of
knowledge regarding sexuality and appeared to have far better life-skills than
the respondents from School B. There was, however, no indication that that
this knowledge affected their behaviour in any way. This doesn't mean,
though, that the programme has been unsuccessful because the programme
doesn't only teach abstinence, but also various methods of precaution.
The long-term effect of comprehensive sexuality education has not yet been
established because there are so few schools implementing it the way it
should be and it is currently not implemented at a young enough age.
Unhealthy behaviour patterns, reinforced by years of traditions and taboos, as
well as the contradicting information given through the media, cannot be
changed overnight. The process of intensive comprehensive sexuality
education has only started in South Africa and, with time, a change in the
behaviour patterns of adolescents and adults is anticipated. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.
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Sexuality education and life-skills acquisition in secondary schools : guidelines for the establishment of health promoting schools / Beverley Buckley-WillemseBuckley-Willemse, Beverley January 2005 (has links)
Sexuality education has been introduced into the South African syllabus, on a
very elementary level, in the Life Orientation learning area of Outcomes-
Based Education widely known as Curriculum 2005. Unfortunately outcomes based
education ends in Grade 9, leaving learners from Grade 10 -12 with the
old syllabus that includes academic subjects only. Very few schools follow a
sexuality education programme in Grades 10 - 12 on their own initiative,
because it is not compulsory in these grades.
The Health Promoting Schools' policies do not include a comprehensive
sexuality education programme outline as yet, but when the life-skills
approach that is taught in Life Orientation is considered, many similarities in
these approaches are identified. Therefore, sexuality education should not be
purely factual, but should be taught in conjunction with important life-skills.
The two skills investigated in this study are the ability for adolescents to
identify and avoid risk behaviour and to be able to make more responsible
decisions.
Two schools in the Bronkhorstspruit area were identified to take part in this
project. School A has implemented a comprehensive sexuality education
programme for all its learners and School B has not. The results of the data
collected from the questionnaire completed by 100 respondents from the two
schools indicated that those from School A had a significantly higher level of
knowledge regarding sexuality and appeared to have far better life-skills than
the respondents from School B. There was, however, no indication that that
this knowledge affected their behaviour in any way. This doesn't mean,
though, that the programme has been unsuccessful because the programme
doesn't only teach abstinence, but also various methods of precaution.
The long-term effect of comprehensive sexuality education has not yet been
established because there are so few schools implementing it the way it
should be and it is currently not implemented at a young enough age.
Unhealthy behaviour patterns, reinforced by years of traditions and taboos, as
well as the contradicting information given through the media, cannot be
changed overnight. The process of intensive comprehensive sexuality
education has only started in South Africa and, with time, a change in the
behaviour patterns of adolescents and adults is anticipated. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.
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Besluitnemingsvaardighede: 'n Sielkundig-andragogiese perspektiefStrydom, Irene January 1995 (has links)
Doctor Educationis / Die volwassene wat 'n professionele beroep beoefen, vervul nie net die rol van professionele beroepsbeoefenaar nie, maar is ook 'n voltydse leerder (student); tuisteskepper en landsburger. Hierdie verskillende rolle kan só veeleisend raak dat die volwassene oorweldig voel en in spanningsituasies of te midde van 'n vol program, onvanpaste besluitnemingstrategieë aanwend. Die openbaring van onvanpaste
besluitnemingsgedrag sluit in die onvermoë om • die kern van die probleem te formuleer • alternatiewe te genereer en te evalueer
• die besluit te neem, te implementeer en te evalueer 'n Empiriese ondersoek is onderneem om te bepaal watter besluitnemingstrategieë
deur professionele volwassenes bemeester behoort te word en of die andragoog die volwassene tydens die afhandeling van die besluitnemingsproses moet bystaan. Die faktore wat 'n rol by besluitneming speel, is ook behandel. Die navorser se eie voorstelling van die besluitnemingsproses, wat as opsomming van die literatuurstudie beskou kan word, is as raamwerk gebruik om vrae te genereer wat in die vraelys opgeneem kon word, asook om onderhoude te voer. Die belangrikste gevolgtrekking van die ondersoek is dat professionele volwassenes tydens die besluitnemingsproses op ondersteuning aangewese is en dat besluit nemingskonflik verlig kan word indien 33 belangrike besluitnemingsvaardighede bemeester is. Verder is gevind dat daar beduidende verskille is ten opsigte van die
besluitnemingsvermoë van die agt verskillende beroepsgroepe wat by hierdie navorsing betrek is, asook tussen manlike en vroulike respondente en Afrikaanssprekende en Engelssprekende respondente. Die algemene gevolgtrekking waartoe gekom is, is dat sommige professionele volwassenes onderpresteer wat besluitneming betref en dat hulle in besonder op begeleiding aangewese is. Die andragoog wat as besluitnemingskonsultant optree, sal hom dit spesifiek ten doel stelom sy medevolwassene wat ontoereikende besluitnemingsgedrag openbaar, te begelei tot die vorming van 'n realistiese besluitnemingsidentiteit. Verder word 'n nuwe, meer omvattende uiteensetting van die besluitnemingshandeling vanuit die Sielkundige Opvoedkunde voorgestel wat ten doel het om 'n meer indringende beskrywing van dié konatiewe handeling daar te stel as wat tans in die opvoedkundige sielkundige teorie te vind is.
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Besluitnemingsvaardighede : 'n sielkundig-andragogiese perspektiefStrydom, I. (Irene) 11 1900 (has links)
Text in Afrikaans / Die volwassene wat 'n professionele beroep beoefen, vervul nie net die rol van professionele beroepsbeoefenaar nie, maar is ook 'n voltydse leerder (student), tuisteskepper en landsburger. Hierdie verskillende rolle kan s6 veeleisend raak dat die volwassene oorweldig voel en in spanningsituasies of te midde van 'n vol program, onvanpaste. besluitnemingstrategiee aanwend. Die openbaring van onvanpaste besluitnemingsgedrag sluit in die onvermoe om
• die kern van die probleem te formuleer
• alternatiewe te genereer en te evalueer
• die besluit te neem, te implementeer en te evalueer
'n Empiriese ondersoek is onderneem om te bepaal watter besluitnemingstrategiee
deur professionele volwassenes bemeester behoort te word en of die andragoog die volwassene tydens die afhandeling van die besluitnemingsproses moet bystaan. Die faktore wat 'n rol by besluitneming speel, is ook behandel. Die navorser se eie voorstelling van die besluitnemingsproses, wat as opsomming van die literatuurstudie beskou kan word, is as raamwerk gebruik om vrae te genereer wat in die vraelys
opgeneem kon word, asook om onderhoude te voer. Die belangrikste gevolgtrekking van die ondersoek is dat professionele volwassenes tydens die besluitnemingsproses op ondersteuning aangewese is en dat besluitnemingskonflik verlig kan word indien 33 belangrike besluitnemingsvaardighede bemeester is. Verder is gevind dat daar beduidende verskille is ten opsigte van die besluitnemingsvermoe van die agt verskillende beroepsgroepe wat by hierdie navorsing betrek is, asook tussen manlike en vroulike respondente en Afrikaanssprekende en Engelssprekende respondente. Die algemene gevolgtrekking waartoe
gekom is, is dat sommige professionele volwassenes onderpresteer wat besluitneming
betref en dat hulle in besonder op begeleiding aangewese is. Die andragoog wat as besluitnemingskonsultant optree, sal hom dit spesifiek ten doel stel om sy medevolwassene wat ontoereikende besluitnemingsgedrag openbaar, te begelei tot die vorming van 'n realistiese besluitnemingsidentiteit. Verder word 'n nuwe, meer omvattende uiteensetting van die besluitnemingshandeling vanuit die Sielkundige Opvoedkunde voorgestel wat ten doel het om 'n meer indringende beskrywing van die konatiewe handeling daar te stel as wat tans in die
opvoedkundige sielkundige teorie te vind is. / The adult who practises a profession, does not only fulfil the role of a professional career person, but is also full-time learner (student), homemaker and citizen. The adult tries to meet the demands of all these different roles and may at times feel unable to cope. In a situation where there is great tension or in the midst of time constraints, this may give rise to the implementation of inappropriate decision-making strategies. Inappropriate decision-making behaviour manifests itself in the inability to
• recognise and define the problem
• generate and evaluate alternatives
• take the decision, implement it and evaluate the result
An empirical investigation was undertaken to determine which decision-making strategies should be mastered by professional adults and if the andragogue should assist the adult during the execution of the decision-making process. The different factors which play a role in decision making, are also discussed. The researcher's
own representation of the decision-making process is presented and this may be regarded as a summary of the literature study. This representation was also used as a framework to generate questions which were used in the questionnaire and during the interviews. The most important conclusion of the investigation is that professional adults are dependent on support during the execution and completion of the decision-making process. Decision-making conflict can be alleviated if 33 important decision-making skills are mastered. It was further concluded that there are significant differences between the decision-making abilities of the eight different occupational groups
involved in this investigation, and between the decision-making abilities of male and female respondents, as well as Afrikaans and English speaking respondents. The general conclusion is that some professional adults show signs of underachievement with respect to decision making and that they are in particular dependent on guidance.
The andragogue who acts as a decision-making consultant will aim to guide his colleagues who display inadequate decision-making behaviour, to form a realistic decision-making identity.
Furthermore, a new and more comprehensive description of the act of decisionmaking in the Psychology of Education is suggested, aimed at contributing to the proper description of the conative act. / Psychology of Education / D. Ed. (Sielkundige Opvoedkunde)
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Organizational cynicism at the United States Naval Academy: an exploratory studyPitre, Leighton J. 06 1900 (has links)
Approved for public release; distribution is unlimited / Organizational cynicism is an attitude, characterized by frustration and negatively valenced beliefs, resulting primarily from unmet expectations, which is capable of being directed towards an organization in general and/or more specific facets of the organizational environment (Brockway, Carlson, Jones, & Bryant, 2002). This thesis presents an exploratory study into the causes of organizational cynicism at the United States Naval Academy. The study is based on focus groups involving 30 first class midshipmen (i.e., seniors). Gaps in expectations versus students' reality emerged as a cause of organizational cynicism. Themes such as (1) constraints on decision-making discretion, (2) disappointment in peers' actions, (3) organizational inconsistencies, and (4) emphasis on outside interests versus midshipmen's interests emerged as the strongest precursors to the development of cynicism. The effects of organizational cynicism were reported as (1) lack of organizational commitment and citizenship and (2) deficiencies in decision-making and risk taking skills. / Lieutenant, United States Navy
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Besluitnemingsvaardighede : 'n sielkundig-andragogiese perspektiefStrydom, I. (Irene) 11 1900 (has links)
Text in Afrikaans / Die volwassene wat 'n professionele beroep beoefen, vervul nie net die rol van professionele beroepsbeoefenaar nie, maar is ook 'n voltydse leerder (student), tuisteskepper en landsburger. Hierdie verskillende rolle kan s6 veeleisend raak dat die volwassene oorweldig voel en in spanningsituasies of te midde van 'n vol program, onvanpaste. besluitnemingstrategiee aanwend. Die openbaring van onvanpaste besluitnemingsgedrag sluit in die onvermoe om
• die kern van die probleem te formuleer
• alternatiewe te genereer en te evalueer
• die besluit te neem, te implementeer en te evalueer
'n Empiriese ondersoek is onderneem om te bepaal watter besluitnemingstrategiee
deur professionele volwassenes bemeester behoort te word en of die andragoog die volwassene tydens die afhandeling van die besluitnemingsproses moet bystaan. Die faktore wat 'n rol by besluitneming speel, is ook behandel. Die navorser se eie voorstelling van die besluitnemingsproses, wat as opsomming van die literatuurstudie beskou kan word, is as raamwerk gebruik om vrae te genereer wat in die vraelys
opgeneem kon word, asook om onderhoude te voer. Die belangrikste gevolgtrekking van die ondersoek is dat professionele volwassenes tydens die besluitnemingsproses op ondersteuning aangewese is en dat besluitnemingskonflik verlig kan word indien 33 belangrike besluitnemingsvaardighede bemeester is. Verder is gevind dat daar beduidende verskille is ten opsigte van die besluitnemingsvermoe van die agt verskillende beroepsgroepe wat by hierdie navorsing betrek is, asook tussen manlike en vroulike respondente en Afrikaanssprekende en Engelssprekende respondente. Die algemene gevolgtrekking waartoe
gekom is, is dat sommige professionele volwassenes onderpresteer wat besluitneming
betref en dat hulle in besonder op begeleiding aangewese is. Die andragoog wat as besluitnemingskonsultant optree, sal hom dit spesifiek ten doel stel om sy medevolwassene wat ontoereikende besluitnemingsgedrag openbaar, te begelei tot die vorming van 'n realistiese besluitnemingsidentiteit. Verder word 'n nuwe, meer omvattende uiteensetting van die besluitnemingshandeling vanuit die Sielkundige Opvoedkunde voorgestel wat ten doel het om 'n meer indringende beskrywing van die konatiewe handeling daar te stel as wat tans in die
opvoedkundige sielkundige teorie te vind is. / The adult who practises a profession, does not only fulfil the role of a professional career person, but is also full-time learner (student), homemaker and citizen. The adult tries to meet the demands of all these different roles and may at times feel unable to cope. In a situation where there is great tension or in the midst of time constraints, this may give rise to the implementation of inappropriate decision-making strategies. Inappropriate decision-making behaviour manifests itself in the inability to
• recognise and define the problem
• generate and evaluate alternatives
• take the decision, implement it and evaluate the result
An empirical investigation was undertaken to determine which decision-making strategies should be mastered by professional adults and if the andragogue should assist the adult during the execution of the decision-making process. The different factors which play a role in decision making, are also discussed. The researcher's
own representation of the decision-making process is presented and this may be regarded as a summary of the literature study. This representation was also used as a framework to generate questions which were used in the questionnaire and during the interviews. The most important conclusion of the investigation is that professional adults are dependent on support during the execution and completion of the decision-making process. Decision-making conflict can be alleviated if 33 important decision-making skills are mastered. It was further concluded that there are significant differences between the decision-making abilities of the eight different occupational groups
involved in this investigation, and between the decision-making abilities of male and female respondents, as well as Afrikaans and English speaking respondents. The general conclusion is that some professional adults show signs of underachievement with respect to decision making and that they are in particular dependent on guidance.
The andragogue who acts as a decision-making consultant will aim to guide his colleagues who display inadequate decision-making behaviour, to form a realistic decision-making identity.
Furthermore, a new and more comprehensive description of the act of decisionmaking in the Psychology of Education is suggested, aimed at contributing to the proper description of the conative act. / Psychology of Education / D. Ed. (Sielkundige Opvoedkunde)
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