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Descriptors:
Competence; Instructional Design; Human Capital; Professional Services; Promotion (Occupational); Job Skills; Expertise; Literature Reviews; Program Administration; Standards; Delphi Technique; Measures (Individuals)

Abstract:
There are well-documented competency standards for instructional/training designers and for project managers. However, there is little research about what skills and abilities employers expect from those seeking to become instructional/training design project managers, particularly within specific industry sectors. Focusing on the US professional services sector, the sector in which firms have a global impact and in which human capital is the largest asset, this article addresses the "must have" skills/competencies, characteristics and organizational conditions associated with career advancement from instructional designer to instructional design project manager by means of an expert study that is grounded in an in-depth literature review. In addition to enhancing knowledge of instructional designers" competency development for career advancement in the professional services sector, this study also offers some concrete recommendations and implications for research and practice. (Contains 8 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Student Personnel Services; Grief; Graduate Study; Court Litigation; Politics; Promotion (Occupational); Student Personnel Workers; Counselor Training; Counselor Attitudes

Abstract:
For more than 30 years now, the author has benefited in his professional practice in student affairs from having attended some terrific graduate programs. His lack of knowledge of certain topics wasn't necessarily his programs' fault. Maybe the information was presented, but he wasn't ready to take it in. Or perhaps certain topics weren't considered important back then or were viewed as inappropriate to discuss or too difficult to teach. Giving depositions and court testimony, handling internal politics, moving up the ranks, and loss and grieving are some of the lessons that the author now realizes would have been helpful to have started learning in graduate school. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Leadership Styles; Females; Males; Hypothesis Testing; Gender Differences; Promotion (Occupational); Feedback (Response); Leadership; Measures (Individuals); Interpersonal Communication; Teamwork; Empowerment; Trust (Psychology); Coaching (Performance); Change Agents; Facilitators (Individuals); Responsibility; Employees; Participative Decision Making; Recognition (Achievement); Social Distance; Self Evaluation (Individuals)

Abstract:
In this study, researchers used a customized 360-degree method to examine the frequency with which 1,546 men and 721 women leaders perceived themselves and were perceived by colleagues as using 10 relational and 10 task-oriented leadership behaviors, as addressed in the Management-Leadership Practices Inventory (MLPI). As hypothesized, men and women leaders, as well as their supervisors, employees, and peers, perceived women leaders to employ nine of the 10 relational leadership behaviors significantly more frequently than men leaders. Additionally, the employees' perceptions of their women leaders' use of task-oriented behaviors were significantly higher when compared to similar assessments from the employees of men leaders. However, the leaders as well as their supervisors and peers perceived men and women leaders' use of task-oriented behaviors as approximately equal. Broader implications of these findings are discussed. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Education Work Relationship; Vocational Education; High School Students; Military Training; Military Personnel; Longitudinal Studies; Labor Turnover; Promotion (Occupational)

Abstract:
Prior research on the labor market success of secondary vocational education has produced mixed results, with several studies finding wage gains only for individuals who work in training-related occupations. We contribute to this debate by focusing on a single occupation and organization and by comparing the careers of employees with and without occupation-related training in high school. We use longitudinal data on the careers of military recruits who completed high school Junior Reserve Officers' Training Corps (JROTC), a military science program that has features of a vocational training and school-to-work program. We find that the occupation-specific training received via JROTC reduces early turnover and improves long-run job stability for those who choose military jobs, suggesting that an important effect of vocational training is to improve job match quality. We also find that promotion rates for vocational graduates are similar to their peers, suggesting that vocational education in general works by improving occupational sorting. (Contains 8 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Adults; Careers; Success; Occupational Mobility; Promotion (Occupational); Salaries; Human Capital; Self Evaluation (Individuals); Job Satisfaction; Gender Differences; Economic Climate

Abstract:
We use a sample of working adults (N = 638) to explore the effects of past objective career success (mobility, promotions, and salary change) on current subjective success (human capital assessments by one's managers, core self evaluations, satisfaction with one's career) by gender, across an economic cycle (2004-2011), controlling for career stage. Results support a strong influence of past promotions, and less so for salary changes, on subjective career success. These effects were stronger for men and during the economic contraction, with managers being affected in their assessments based on the employees' past promotions. In contrast, past job mobility did "not" relate to subjective career success for either gender in periods of economic expansion or contraction. Evidence for an interactive perspective of career success whereby past objective success affects current subjective success is presented, as well as potential implications of the findings. (Contains 2 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Physical Mobility; Psychology; Alumni; Employment Patterns; Income; Job Satisfaction; Promotion (Occupational); Occupational Mobility; Success

Abstract:
We examined the influence of two types of psychological mobility, i.e. boundaryless mindset and organizational mobility preference, on career success. We hypothesized that this relationship would be partially mediated by physical mobility. In addition, we expected the direction of the influence to depend on the type of psychological mobility. We tested our hypotheses using data of 357 business alumni. Results showed that a boundaryless mindset related positively to wage and promotions, while organizational mobility preference led to less promotions, lower job satisfaction and lower career satisfaction. The relationship between boundaryless mindset and career success was partially mediated by functional mobility whereas organizational mobility preference impacted career success via organizational mobility. Implications and limitations of the study are discussed. (Contains 2 figures and 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Labor Turnover; Decision Making; Classification; Comparative Analysis; Anxiety; Conflict; Relocation; Salaries; Responsibility; Working Hours; Family Work Relationship; Promotion (Occupational)

Abstract:
We interviewed and classified 186 quitters from many jobs and organizations via a theoretically-based protocol into five decision process types. We then tested exploratory hypotheses comparing users of these types on their propensity to report certain turnover reasons and turnover shocks. "Impulsive-type quitters," with neither a job offer in hand nor turnover plan when they quit, reported poor management, work stress, and family demands as frequent turnover reasons, with manager conflicts and family events as frequent shocks. "Comparison quitters," who had a job offer in hand and no plan, reported pay and advancement opportunities as top reasons with information about an alternative job being the most frequent shock. "Preplanned quitters," who had a definite plan to quit well in advance, reported relocation and life/career changes as frequent reasons, with increasing family demand, relocation, and school starting as frequent shocks. "Satisficing quitters," who made a plan conditional on getting an acceptable job offer, reported pay, poor management, work responsibilities, and work schedules as frequent reasons. Implications of these and other findings are discussed. (Contains 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Higher Education; Surveys; Rewards; College Faculty; College Administration; Administrator Attitudes; Teacher Attitudes; Educational Technology; Technology Uses in Education; Faculty Workload; Criteria; Tenure; Promotion (Occupational); Electronic Publishing; Textbooks; Teacher Developed Materials

Abstract:
This study reports the results of two related, but separate, surveys. The first is a nationally representative sample of higher education faculty members who are teaching at least one course during the current academic year. A total of 4,564 faculty responded to the survey, representing the full range of higher education institutions (two-year, four-year, all Carnegie classifications, and public, private nonprofit, and for-profit) and the complete range of faculty (full- and part-time, tenured or not, and all disciplines). Three-quarters of the respondents report that they are full-time faculty members. Just over one-quarter teach online, they are evenly split between male and female, and over one-third have been teaching for 20 years or more. A second outreach effort focused on academic administrators--in particular those responsible for academic technology at their institutions. These administrators were asked many of the same questions directed to the faculty, to enable a comparison of how they match (or differ from) the views of the instructors they support. There are a wide variety of titles among those invited to participate--the most common being "Director of Academic Computing" and "Director of Instructional Technology." A total of 591 administrators provided a sufficient number of responses to be included in the study. The respondents include slightly more men than women, with about one-quarter having been in their current position for 20 years or more. The study focuses on what aspects of digital life faculty members are embracing and which they do not use or do not like. The study is primarily concerned with the faculty perspective, and uses results from the administrators to show where the two groups are either in agreement or diverge in their views. Appended are: (1) Chart Data; and (2) Characteristics of the Sample. [This paper, a joint project with "Inside Higher Ed," was written with Doug Lederman and Scott Jaschik. Financial support for this project was provided by CourseSmart, Deltak, Pearson, and Sonic Foundry.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Qualitative Research; Interviews; College Environment; Females; Work Environment; Barriers; Organizational Climate; Organizational Culture; School Personnel; Personnel Policy; Employee Attitudes; Quality of Working Life; Promotion (Occupational)

Abstract:
The purpose of this study was to obtain an understanding of the impact of gendered organizations on female classified staff and their perception of climate and culture on advancement opportunities. The findings shed light on critical factors affecting the work experiences of female classified staff. The findings also offer a variety of ways colleges and universities can improve the overall climate for female classified staff. This qualitative study was based on confidential interviews with 16 female classified staff members who were selected based on campus leadership experience. All interviews were transcribed verbatim, analyzed and compared for pertinent themes. Three major themes emerged: culture and climate, institutional policies and procedures, and internal/external barriers to advancement. The findings revealed that women in classified support staff roles believe they have both gender and classification working against them when seeking to advance professionally. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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College Faculty; Economic Climate; Private Colleges; Public Colleges; Salaries; Police; Administrators; Promotion (Occupational); Higher Education; Athletic Coaches

Abstract:
Salaries for midlevel administrators rose by a median of 2 percent this year over last year, matching the median pay increase for senior administrators and coming in slightly higher than the 1.9-percent median increase for faculty members, says an annual report released by the College and University Professional Association for Human Resources. Midlevel administrators--who include auditors, curators, police officers, coaches, and other staff--received a bigger pay increase from the 2011 to the 2012 fiscal years than they did in the previous year, when the median salary increase was 1.3 percent. Still, pay increases for midlevel administrators lagged behind inflation, which rose 3.2 percent from 2010 to 2011. As with other types of positions, private colleges gave midlevel administrators better raises on average than public ones did, according to the report, which reflects data for 489 public and 595 private institutions. For those employees, private institutions provided salary increases of 2.2 percent, compared with 1.4 percent at public colleges. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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