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Title: Work Satisfaction Through Person-Environment Fit : Integrating Ability, Personality, and Interest
Creator: Walker, Ross Ian
Date: 2020
Collection: Electronic Theses & Dissertations
Description: Person-environment fit research typically examines one domain at a time (e.g., values) which leaves career choosers and counselors uninformed about how to weigh different types of fit. With a national sample of high school students followed several years after graduation, this study pursues two main goals: (1) map the associations between ability, personality, and interest domains, and (2) assess the relative importance of fit across these domains in the prediction of future work satisfaction...
Show morePerson-environment fit research typically examines one domain at a time (e.g., values) which leaves career choosers and counselors uninformed about how to weigh different types of fit. With a national sample of high school students followed several years after graduation, this study pursues two main goals: (1) map the associations between ability, personality, and interest domains, and (2) assess the relative importance of fit across these domains in the prediction of future work satisfaction. Results echo previous findings on the primacy of the environment in PE fit and the utility of Prediger’s (1982) meta-dimensions in an integrative framework for individual differences. While the domains showed differential predictive validity (i.e., abilities > personality > interests), the nature of those fit relationships varied substantially, both within and between domains, with scant evidence of strict congruence effects overall. Implications for theory and practice are discussed with an emphasis on job tasks and complexity.
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Title: Work and career considerations in understanding employee turnover intentions : development of the turnover diagnostic
Creator: Mitchell, Thomas Michael
Date: 1982
Collection: Electronic Theses & Dissertations

Title: Work and community variables as sources of variation in class imagery
Creator: Fernández-Collado, Pilar Baptista
Date: 1991
Collection: Electronic Theses & Dissertations

Title: Work and life balance : a study of community college occupational deans
Creator: Bailey, Jean Marise
Date: 2005
Collection: Electronic Theses & Dissertations

Title: Work ecology, technical relations and social interaction in an automobile plant
Creator: Holland, Frank
Date: 1967
Collection: Electronic Theses & Dissertations

Title: Work experiences of Michigan high school students of vocational agriculture and their relation to occupational and educational plans
Creator: Judge, Homer Virtes, 1917-
Date: 1962
Collection: Electronic Theses & Dissertations

Title: Work hardening and deformation structure in lithium fluoride single crystals
Creator: Subramanian, Karatholuvu Narayanasamy
Date: 1966
Collection: Electronic Theses & Dissertations

Title: Work motivation in Zambia : an exploratory study
Creator: Machungwa, Peter David
Date: 1981
Collection: Electronic Theses & Dissertations

Title: Work of the Michigan labor mediation board
Creator: Crawford, William Beattie
Date: 1950
Collection: Electronic Theses & Dissertations

Title: Work or welfare adaptations by Mexican-American female family heads
Creator: Tillock, Harriet Evelyn, 1926-
Date: 1969
Collection: Electronic Theses & Dissertations

Title: Work sampling and video tape analysis of pallet manufacturing operations
Creator: Ross, Winton Albert
Date: 1968
Collection: Electronic Theses & Dissertations

Title: Work simplification training for multi-unit supervisors in Oakland County
Creator: Slater, Mary Elizabeth
Date: 1958
Collection: Electronic Theses & Dissertations

Title: Work-life balance satisfaction formation : a quantitative and qualitative investigation of how workers contribute to their own work-life balance satisfaction formation within the context of workgroups
Creator: Huth, Megan
Date: 2013
Collection: Electronic Theses & Dissertations
Description: Work-life balance (WLB) is defined as "satisfaction and good functioning at work and at home, with a minimum of role conflict" (Clark, 2000, page 751) and is a topic that has garnered increasing attention in the research and popular press over the past 40 years. This dissertation seeks to more fully understand how individuals come to experience work-life balance and what factors help contribute to feelings of satisfaction with balance. These factors include contextual variables such as...
Show moreWork-life balance (WLB) is defined as "satisfaction and good functioning at work and at home, with a minimum of role conflict" (Clark, 2000, page 751) and is a topic that has garnered increasing attention in the research and popular press over the past 40 years. This dissertation seeks to more fully understand how individuals come to experience work-life balance and what factors help contribute to feelings of satisfaction with balance. These factors include contextual variables such as beliefs about team and manager support and team flexibility, individual behavior variables such as behavioral detachment, flexibility use and work hours, individual psychological variables such as psychological detachment, control or work, and autonomy, and individual demographic variables such as family status and job level. Outcomes related to feelings of work-life balance are also investigated, including performance, retention intentions and emotional exhaustion. A multi-level, multi-method approach was utilized to explore these relationships. All three studies were conducted within the same organization that granted access for the purpose of this dissertation. Study 1 utilized archival data that was gathered with intact teams so that team level relationships could be investigated. Study 2 was a qualitative interview study that sought to more fully capture nuances in individual experiences or work life balance and more deeply delve into reasons why individuals were having difficulty maintaining a satisfactory balance. Study 3 was a quantitative survey study that used findings form Study 2 to increase the number of constructs investigated from Study 1 and attempt to more accurately assess the complexity of what contributes to work-life balance formation.Among the many findings of these three studies, one of the strongest findings had to do with psychological detachment, work life balance and emotional exhaustion. These findings indicate that those who are better able to psychologically detach from work (even at higher levels of workload) are more satisfied with work-life balance and experience lower levels of emotional exhaustion as compared to their less detached peers. These results along with many others are discussed along with future areas for research and practical implications.
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Title: Worker satisfaction and occupational life, a study of the automobile worker in Italy
Creator: Ammassari, Paolo
Date: 1964
Collection: Electronic Theses & Dissertations

Title: Worker-client perception of the presenting problem as related to client's decision to use service
Creator: Naden, Lester Kaye
Date: 1961
Collection: Electronic Theses & Dissertations

Title: Workers' response to workplace organization : a study of the direct care staff in a facility for the developmentally handicapped
Creator: Caputo, Tullio
Date: 1984
Collection: Electronic Theses & Dissertations

Title: Working for work in rural Michigan : a study of how low-income mothers negotiate paid work
Creator: Kelly, E., Brooke
Date: 2004
Collection: Electronic Theses & Dissertations

Title: Working memory, presentation formats, and attention : an eye-tracking study on learning l2 chinese characters in a computer-assisted self-study environment
Creator: He, Xuehong
Date: 2020
Collection: Electronic Theses & Dissertations
Description: Drawing on the recent framework of internal and external attention in cognitive science (Chun et al., 2011), the current study explored how learner internal and external factors, namely, working memory capacities and presentation formats affected learner attention and learning outcome. Sixty-nine English native speakers studied 30 two-character Chinese words in three different presentation formats, namely, horizontal, vertical, and adjacent, within a computer-assisted self-study context....
Show moreDrawing on the recent framework of internal and external attention in cognitive science (Chun et al., 2011), the current study explored how learner internal and external factors, namely, working memory capacities and presentation formats affected learner attention and learning outcome. Sixty-nine English native speakers studied 30 two-character Chinese words in three different presentation formats, namely, horizontal, vertical, and adjacent, within a computer-assisted self-study context. Their learning gains were measured with a bilingual vocabulary test that adopted recognition and recall tasks to assess different mappings between form and meaning. Learners' eye movements when viewing the characters, pinyin, and English meaning of the Chinese words were recorded during the learning process. Two attention indices were employed: fixation durations and fixation counts. Working memory capacities were assessed with a storage, an inhibition, a shifting, and an updating tasks based on Miyake et al.'s (2000) framework. Mixed effects modeling and repeated-measures ANOVA, as well as descriptive statistics and bivariate correlations were conducted for data analysis. Results showed that compared with the horizontal and vertical formats, the adjacent format generally led to better learning outcome and promoted attention to the characters, when factors including vocabulary test formats and L2 Chinese proficiency were taken into consideration. Working memory capacities were also generally found as a significant predictor of learner attention and learning outcome. In addition, learning outcome was predicted by learner attention. These results were discussed in terms of theoretical and pedagogical implications.
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Title: Working on Coherence Wherever the Twain Shall Meet How Teachers Contribute to Policy Coherence Through Adaptive Responses To Related Demands of Evaluation and Professional Learning Community
Creator: Zuschlag, Dirk Frederick
Date: 2021
Collection: Electronic Theses & Dissertations
Description: Teacher quality is a perennially fertile field for education reformers. Among teacher quality policies, two of the more highly touted and widely adopted are state-mandated systems of teacher evaluation and formalized models of teacher collaborative teams, often known generally as professional learning communities (PLCs). Indeed, despite a substantial divergence in policy design and implementation process, many districts and schools have by now routinized the annual re-enactment of evaluation...
Show moreTeacher quality is a perennially fertile field for education reformers. Among teacher quality policies, two of the more highly touted and widely adopted are state-mandated systems of teacher evaluation and formalized models of teacher collaborative teams, often known generally as professional learning communities (PLCs). Indeed, despite a substantial divergence in policy design and implementation process, many districts and schools have by now routinized the annual re-enactment of evaluation and PLCs policies, thereby engendering a recurring challenge of “crafting coherence” (Honig and Hatch, 2004). Teachers in particular, both individually and in PLCs, must fashion responses to disparate demands, which interact to affect but not determine those responses. How teachers respond holds important implications, not only for the iterative implementation and effects of potentially incoherent policies such as PLC and evaluation, but also for larger teacher and school improvement efforts and outcomes.This explanatory multiple case study in two public high schools investigates teacher agentic responses to dual teacher quality demands within distinct but related PLC/evaluation structures applying a structure-agency perspective (Coburn, 2016). It addresses the following research questions: (1) How, if at all, do teachers adapt their agentic responses to performance evaluation and professional learning community demands as they respond to the structures of both; and (2) how, if at all, does the relationship between structures of performance evaluation and professional learning community shape teachers’ adaptive responses?Results show that teachers generally compartmentalize their respective responses to PLC and evaluation demands. Importantly, however, periods of compartmentalization are punctuated at points in the evaluation process. Punctuation occurs when structural opportunities open for teachers to advantageously adapt their response to one demand to serve their response to the other demand. Although teachers vary in the timing and form of punctuation, four identifiable types of adaptive responses emerge from teacher agentic action within the related structures administrators implement. A typology of these strategies is proposed based on the placement of each along two intersecting dimensions. When teachers employ the strategies, they can reduce the cost of evaluation engagement, while increasing the value of PLC participation. At the same time, teachers were in effect able to enhance the coherence of their responses.Further results show that related PLC/evaluation structures are characterized by a design orientation--primarily commitment or control (Rowan, 1990)—and a goal orientation--primarily external or internal relative to the PLC/evaluation structures. One case high school implemented related structures with control-external orientations, the other commitment-internal. It is these paired orientations as implemented that can significantly influence when and how teachers may use certain adaptive response strategies.The implications of these findings are discussed, including those that involve the application of structure-agency theory in education policy research, the understanding of how coherence may be crafted in routine, multiple policy implementation at the “street level,” and for the work of policy makers, practitioners, and researchers.
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Title: Working relationships of county extension agents and teachers of vocational agriculture in Michigan
Creator: Omar, Ahmed Mohamed Mohamed, 1926-
Date: 1963
Collection: Electronic Theses & Dissertations

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