The problem of this study was to analyze the role of the principal in open plan elementary schools in Texas. The analysis was limited to the principals' perception of their role in these schools.

Thesis (M.Soc.Sc.)--University of Hong Kong, 1988. / Also available in print.

In this study an attempt was made to consider the behaviour of students in a new open-plan High School as a specific example of an interaction between man and his environment. In the first two chapters a brief review was made of research and theories that were thought to be relevant to this. In the last part of the study a research project which involved a comparison of 'coping' and 'non-coping' students was described. The teaching environment in the chosen High School during the first term of 1976 appeared to be a 'Progressive - Open type' of teaching environment. After the first tern it changed and became increasingly more traditional. Significant differences in scholastic behaviour between the two groups of students at the end of the first term indicated that:- 1. The coping group tended to have a more internal locus of control than the non-coping group. 2. The students of the coping group tended to plan for professional careers whereas those of the non-coping group tended to plan for non-professional careers. 3. On the whole the coping group tended to have realistic career aims in terms of their general ability. (ii) If. The students of the coping group tended to have higher I.Q. scores than those of the non-coping group. There were no significant differences between the coping and non-coping groups in terms of their attitudes towards the High School nor in terms of the attitudes of their parents. Both groups of students tended to state that 'doing well at school' was important to them and to record positive or neutral attitudes towards the High School for both themselves and their parents. Significant differences in behaviour were found between 'internal' and 'external' students that support Rotter's theory regarding goal values. Internal students who planned for professional careers tended to be in the coping group whereas internal students who planned for non-professional careers tended to be in the non-coping group. In the case of the 'external' students no significant differences were found between the type of career aims and coning. The change to a more traditional type of teaching environment appeared to benefit the 'external' students. At the end of the third terra there was a significant increase in the numbers of 'external' students classified as coping, but in the case of the 'internal' students no significant increase was found.

<p>Det råder delade meningar om konsekvenserna av att arbeta i öppna</p><p>kontorslandskap. Kommunikation och en bra laganda anses vara ett</p><p>grundläggande element i framgångsrika organisationer. Då användandet av</p><p>öppna kontorslandskap ökat finns ett behov av forskning inom området.</p><p>Syftet är att utifrån ett arbetspsykologiskt perspektiv undersöka</p><p>medarbetarnas upplevelse av kontorslandskap med fokus på den verbala</p><p>kommunikationen och lagandan mellan medarbetarna, detta genom åtta</p><p>deltagare i Downs & Hazens (1977) Communication Satisfaction</p><p>Questionnaire samt semistrukturerade intervjuer. Respondenterna upplever</p><p>en öppen och positiv verbal kommunikation dock upplevs den även som ett</p><p>störningsmoment. Lagandan upplevs som stark och främjande av den</p><p>individuella och organisatoriska prestationen. Arbetssituationen skulle</p><p>förbättras om privata utrymmen upprättas samt regler och rutiner gällande</p><p>agerande i kontorslandskap införs.</p>

Det råder delade meningar om konsekvenserna av att arbeta i öppna kontorslandskap. Kommunikation och en bra laganda anses vara ett grundläggande element i framgångsrika organisationer. Då användandet av öppna kontorslandskap ökat finns ett behov av forskning inom området. Syftet är att utifrån ett arbetspsykologiskt perspektiv undersöka medarbetarnas upplevelse av kontorslandskap med fokus på den verbala kommunikationen och lagandan mellan medarbetarna, detta genom åtta deltagare i Downs &amp; Hazens (1977) Communication Satisfaction Questionnaire samt semistrukturerade intervjuer. Respondenterna upplever en öppen och positiv verbal kommunikation dock upplevs den även som ett störningsmoment. Lagandan upplevs som stark och främjande av den individuella och organisatoriska prestationen. Arbetssituationen skulle förbättras om privata utrymmen upprättas samt regler och rutiner gällande agerande i kontorslandskap införs.

Den här experimentella studien undersökte huruvida man kan skyddas från bakgrundstal genom att använda sig av ett annorlunda teckensnitt än det man vanligtvis läser. Trettiotvå försöksdeltagare deltog i experimentet. Deltagarnas uppgift var att minnas information från texter om två påhittade folkslag som antingen var skriven med ett vanligt teckensnitt (Times New Roman) eller ett annorlunda teckensnitt (Haettenschweiler) i två ljudbetingelser: tystnad och irrelevant bakgrundstal. Resultatet visade att försöksdeltagarnas prestation på läsminnestestet försämrades av bakgrundstalet när texten de skulle minnas var skriven med Times New Roman, men inte när texten var skriven med Haettenschweiler. Det tyder på att man kan skyddas från att bli distraherad av bakgrundstal när man läser kortare texter skrivna med ett annorlunda teckensnitt, vilket kan vara en enkel lösning att använda i ett kontorslandskap. / This experimental study investigated whether a person can be protected from background speech when using of a different font then they usually reads. Thirty-two participants took part in the experiment. The participants' task was to recall information from texts about two fictitious cultures that were either written in a common font (Times New Roman) or in a different font (Haettenschweiler) in two sound conditions: silence and irrelevant background speech. The results showed that the participants' performance deteriorated on the reading memory test when they would remember a text written in Times New Roman, but not when the text was written in Haettenschweiler. This suggests that a person can be protected from background speech while reading shorter texts written in a different font than they usual read, which can be a simple solution to use in an open-plan office.

Arbetsförmedlingen is the Swedish national authority responsible for the work politics, and its main purpose is to create and build a solid and sustainable job market.Economic crises together with changes in the society and in the organization over the past few years mean that the unemployed individuals that come in contact with Arbetsförmedlingen are no longer a homogenous group. A lot of effort is put into helping those who may find it difficult to enter the work environment, such as youths (19 – 26 years old), people who have been unemployed or on sick leave for a long period of time, people with disabilities or immigrants who are newly arrived in Sweden.A harder social and economic climate can lead to frustration among the unemployed which mean that security measures at the offices has had to become adjusted. Local offices now have a public area where they have meetings with their clients and a locked open plan office space to which the public have no access. Working within an open plan office environment can cause health problems, mostly due to the constant background noise that comes from people having conversations on the phone, or with each other. The public areas have been furnished from a safety aspect, and different alarm functions are in place. Interviews with employees at the local Arbetsförmedlingen in Eskilstuna show that staff safety is a high priority with plenty of guidelines and directions to be followed.There are rules regulating the handling of personal information, and strategies need to be in place regarding the IT-structure that the organization is using.

No description available.

The Problem. Can personality characteristics be identified that distinguish the open school principal from the non-open school principal? The Purpose. To develop a profile of open and non-open school principals as measured by the Sixteen Personality Factor (16 PF) and the Characteristics of Principal Effectiveness Questionnaire (COPE), a researcher-developed instrument. The Procedure. Open and non-open schools in several large school districts were identified. The degree of school openness was verified by teacher responses to the Walberg-Thomas Teacher Rating Scale. School Principals responded to the Sixteen Personality Factor (16 PF) and the Characteristics of Principal Effectiveness Questionnaire (COPE). Null Hypotheses: (1) There is no difference between open schools and non-open schools as measured by the Walberg-Thomas Teacher Questionnaire; (2) there is no difference between open and non-open principals in scores on the Characteristics of Principal Effectiveness Questionnaire; (3) there is no difference between open and non-open principals in scale scores on the 16 PF; (4) there is no difference or interaction between open and non-open schools and principals with high and low scores on the COPE in scale scores on the 16 PF. Conclusions. Null hypothesis 1 rejected: School openness can be measured by the Walberg-Thomas, and open schools differ significantly from non-open. Null hypothesis 2 retained: There were not significant differences in principal response to the COPE. Null hypothesis 3 rejected: Principals of open schools differed significantly from principals of non-open schools on three factors. Open school principals were more venturesome, impulsive, and self-assured than non-open school principals. Null hypothesis 4 rejected: There were differences between open and non-open principals in personality factors when considered with their views on goal setting and achievement, task achievement, and job satisfaction. Interaction significance was obtained when organizational energy and job compatibility were considered. Recommendations. (1) Individual personalities and views of characteristics of effectiveness be considered when placing principals in open or non-open schools; (2) Replication of the study with a larger sample; (3) replication of the study with schools more greatly polarized on the open and non-open continuum.

No description available.