Emotion Work Revealed by Job Loss Discourse: Backgrounding-Foregrounding of Feelings, Construction of Normalcy, and (Re)instituting of Traditional Masculinities     

Patrice M. Buzzanell  Lynn H. Turner 《Journal of Applied Communication Research》2003,31(1):27-57

Three emotion work themes were displayed in the discourse of individuals who lost their jobs and of their family members. Foregrounding-backgrounding of emotions indicated not only how some individuals and family members exerted effort to express positive emotions, but also why they would do so (for deep authenticity). In the construction of normalcy, respondents made an effort to portray and enact their lives as similar to the way things were before the job loss. By (re)instituting traditional masculinities, the men who lost their jobs were able to be "real" men in an emasculating situation. Taken together, these findings offer possibilities for further theoretical development and for communication interventions that can be applied by human resource professionals, career and outplacement counselors, family members, friends, and the individuals themselves.  相似文献   

Resisting plateauing: Four veteran teachers’ stories     

Denise G. Meister  Patricia Ahrens 《Teaching and Teacher Education》2011,27(4):770-778

This paper describes and interprets the career experiences of four veteran secondary teachers and their ability to resist plateauing. Three areas of veteran teacher research informed this study: career stages, plateauing, and resiliency. In-depth phenomenological interviews were conducted to investigate and depict the meanings these teachers attached to their career experiences.Several factors emerged for each participant’s resilience. First, building leaders influenced their enthusiasm and professional growth. Second, positive effects on students’ lives affirmed their work. Third, interactions with colleagues promoted growth, and individual support systems helped them bounce back from career frustrations.  相似文献   

Students’ perceptions of career conversations with their teachers     

Kariene Mittendorff  Perry den BrokDouwe Beijaard 《Teaching and Teacher Education》2011,27(3):515-523

Internationally, schools acknowledge their responsibility in guiding students not only in their academic growth, but also in their lifelong career development. In relation to this development, vocational schools in the Netherlands are implementing integral career guidance in which teachers receive a new task in guiding students in developing their own learning and career paths. A questionnaire was developed to investigate students’ perceptions of career guidance by teachers during career conversations, and data involving 28 teachers were collected from 579 students. The study identified four different teacher guidance profiles. Remarkable is that teachers spoke very little about career issues, and school issues were mostly on the agenda. The results indicate that teachers struggle with the transition towards becoming a career guide of students, and aspects influencing the transition into this new role need to be considered.  相似文献   

师范生职业决策困难的影响因素及其应对措施     

刘建国 《聊城师范学院学报》2011,(2):253-255

职业决策困难已经成为大学生求职过程中的普遍现象。师范生作为一个特殊的群体,其就业压力日益增大,相当一部分师范生出现职业决策困难的现象。师范生职业决策困难的影响因素既包括决策者自身具有的内部因素,也包括其所处的外部环境因素。针对师范生职业决策困难的影响因素宜采取如下应对措施：培养良好的心理品质和兴趣爱好;树立正确的就业观念;学校提供实习基地和职业教育;国家、地区的政府和教育部门应调整招生结构、制定有利的就业政策。  相似文献   

e-Government Adoption Model (GAM): Differing service maturity levels     

Mahmud Akhter ShareefAuthor VitaeUma KumarAuthor Vitae  Yogesh K. DwivediAuthor Vitae 《Government Information Quarterly》2011,28(1):17-35

This research has as its objective the discovery of the critical factors that enable citizens to adopt e-Government (e-Gov) at different stages of service maturity. To accomplish the objective, this research has explained the related concepts and theories and developed a research framework grounded on a strong theoretical and literature review background. The empirical study was conducted in Canada, which is a leader in providing mature e-Gov services. From our results, we have observed two ontological differences from the present literature in the adoption behavior of e-Gov where organizational and financial perspectives have distinct implications over parsimonious technology adoption behavior. First, technology adoption model (TAM), diffusion of innovation theory (DOI), and theory of planned behavior (TPB) cannot capture and specify the complete essence of e-Gov adoption behavior of citizens. Second, e-Gov adoption behavior also differs based on service maturity levels, i.e., when functional characteristics of organizational, technological, economical, and social perspectives of e-Gov differ. Our findings indicate the critical factors that enable citizens to adopt e-Gov at different stages of service maturity. Public administrators and policy-makers have potential implications from the findings of the adoption behavior of e-Gov at different maturity levels.  相似文献   

项目管理的发展及成熟度分析   总被引：1，自引：0，他引：1  

朱骁卒 《中国科技信息》2011,(18):122-123,126

项目管理作为企业及组织的一种管理方法,已经在实际的经济运作中扮演了越来越重要的角色并起到了越来越高效的成果。项目管理经历了成型、发展、变化、适应性的不同阶段。在全球竞争日益激烈的经济环境中,越来越多的组织已经把项目管理作为一种在竞争中获胜的战略手段。各种组织都努力去提高自己的项目管理能力来为自己的战略服务。本文主要包括以下几方面内容：第一方面,项目管理的发展及在企业中的应用。第二方面,项目管理的成熟度分析。第三方面,项目组织成熟度模型的发展及框架。总之,项目管理方法和技术的应用并不是一成不变的,而是不断适应企业或组织的不同发展状态,其基本目标是不仅改善企业的实际项目及生产经营管理,而且增强企业的凝聚力及市场竞争力。  相似文献   

高职院校设立专业职业咨询室的探索与实践   总被引：1，自引：0，他引：1  

龙小军 《科技广场》2011,(12)

职业教育必须始终围绕职业的发展来培养人才。随着职业分工的细化,人职匹配的程度越来越高,高职院校大课堂的就业指导课程很难适应学生个性化职业发展的需求,必须与设立心理咨询室一样开展个性化的职业咨询。职业咨询能够满足学生个性化就业指导的需求,让学生获得支持性的帮助,最终促进个体在职业生涯中的自我成熟和发展。  相似文献   

地方高校旅游专业大学毕业生职业生涯规划教育探析     

刘换菊  史术光  陈金花 《科技广场》2011,(10)

在经济全球化、高等教育大众化的今天,大学生职业规划教育日益显示其重要性。而当前,我国高校大学生职业规划教育滞后已成为制约大学生就业能力的主要原因之一。本文分析大学生职业规划教育的现状及其存在的主要问题,对探讨加强大学生职业规划教育的对策、提高大学生的就业能力具有极其重要的现实意义。  相似文献   

基于贝叶斯网络的应急物流能力成熟度模型及应用研究   总被引：2，自引：0，他引：2  

聂彤彤  韩作生 《技术与创新管理》2011,32(4):363-368,394

应急物流能力的量化以及分级对于应急物流系统的优化具有重要作用。文章借鉴成熟度模型的相关应用,将其引入到应急物流管理领域,构建了应急物流能力成熟度模型,并对应急物流能力进行分级,并借助贝叶斯网络强大的推理功能对应急物流能力的主要关键因素进行分析与改进,实现应急物流能力等级的提升。  相似文献   

高校辅导员队伍职业发展研究--基于独立学院建设视角     

尹海勇 《湖北成人教育学院学报》2014,(5):24-25

本文从职业发展的理论出发,结合当下独立学院辅导员队伍的职业发展要求,分别从主体认识偏见、客体相互作用以及职业背景外溢三个角度阐述了辅导员职业发展的瓶颈,并有针对性地提出了独立学院辅导员队伍职业发展的建议。  相似文献