Human Resource Development Quarterly Research Articles

Improving the Quality of Mixed Research Reports in the Field of Human Resource Development and Beyond: A Call for Rigor as an Ethical Practice

Since 2000, only 13% of the total number of empirical research articles (n = 230) published inHuman Resource Development Quarterly (HRDQ)have represented mixed research studies. Plausible explanations for why theHRDQprevalence rate is not more than 13% include the possibility that a high proportion of mixed research studies that are being submitted toHDRQare not of sufficient quality to be accepted. Thus, in this editorial, we provide evidence‐based guidelines for conducting and reporting mixed research that are framed around Collins, Onwuegbuzie, and Sutton's (2006) 13‐step model of the mixed research process. Further, we divide our reporting standards into four general areas—research formulation, research planning, research implementation, and research dissemination—that we itemize via a taxonomy that contains more than 60 elements.

Introduction: Coaching and Positive Emotions—Exploring a Collection of Resources in the Health and Wellness Domain

Academy of Management Learning & EducationVol. 13, No. 2 Book & Resource ReviewsIntroduction: Coaching and Positive Emotions—Exploring a Collection of Resources in the Health and Wellness DomainAmy L. Kenworthy, Angela Passarelli and Ellen Van OostenAmy L. KenworthyBond UniversityCase Western Reserve University, Angela PassarelliBond UniversityCase Western Reserve University and Ellen Van OostenBond UniversityCase Western Reserve UniversityPublished Online:3 Sep 2014https://doi.org/10.5465/amle.2014.0091AboutSectionsView articleView Full TextPDF/EPUB ToolsDownload CitationsAdd to favoritesTrack Citations ShareShare onFacebookTwitterLinkedInRedditEmail View articleREFERENCES Bennett J. 2006. An agenda for coaching-related research: A challenge for researchers. Consulting Psychology Journal: Practice and Research, 58(4): 240–249. Google Scholar Boyatzis R. E. 2007. Mentoring for intentional behavior change. In Ragins B. R.Kram K. E. (Eds.), The handbook of mentoring at work: Theory, research, and practice: 447–470. Thousand Oaks, CA: Sage. Google Scholar Boyatzis R. E. 2008. Leadership development from a complexity perspective. Consulting Psychology Journal, 60(4): 298–313. Google Scholar Boyatzis R. E. , Smith M. L. , Blaize N. 2006. Developing sustainable leaders through coaching and compassion. Academy of Management Learning and Education, 5(1): 8–24.Abstract , Google Scholar Dutton J. E. 2003. Energize your workplace: How to create and sustain high-quality connections at work. San Francisco: Jossey-Bass. Google Scholar Feldman D. , Lankau M. 2005. Executive coaching: A review and agenda for future research. Journal of Management, 31(6): 829–848. Google Scholar Fillery-Travis A. F. , Lane D. 2006. Does coaching work or are we asking the wrong question? International Coaching Psychology Review, 1(1): 23–36. Google Scholar Fredrickson B. L. 1998. What good are positive emotions? Review of General Psychology, 2(3): 300–319. Google Scholar Fredrickson B. L. 2001. The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56: 218–226. Google Scholar Fredrickson B. L. , Branigan C. 2005. Positive emotions broaden the scope of attention and thought-action repertoires. Cognition and Emotion, 19(3): 313–332. Google Scholar Josselson R. 1996. The space between us: Explore the dimensions of human relationships. Thousand Oaks, CA: Sage. Google Scholar Kiecolt-Glaser J. K. , Newton T. L. 2001. Marriage and health: His and hers. Psychological Bulletin, 127: 472–503. Google Scholar Luthans F. , Avey J. B. , Avolio B. J. , Peterson S. J. 2010. The development and resulting performance impact of positive psychological capital. Human Resource Development Quarterly, 21(1): 41–67. Google Scholar Miller J. B. , Stiver I. P. 1997. The healing connection: How women form connections in both therapy and in life. Boston: Beacon Press. Google Scholar Smith M. L. , Van Oosten E. B. , Boyatzis R. E. 2009. Coaching for sustained desired change. In Woodman R.Pasmore W.Shani R. (Eds.), Research in Organizational Change and Development, (Vol. 17, pp.145–174).Oxford, England: Emerald Group Publishing. Google Scholar Uchino B. N. , Cacioppo J. T. , Kiecolt-Glaser J. K. 1996. The relationship between social support and physiological processes: A review with emphasis on underlying mechanisms and implications for health. Psychological Bulletin, 119: 488–531. Google ScholarFiguresReferencesRelatedDetailsCited byExecutive Coaching Outcome Research in a Field Setting: A Near-Randomized Controlled Trial Study in a Global Healthcare CorporationErik De Haan, David E. Gray and Sally Bonneywell22 December 2019 | Academy of Management Learning & Education, Vol. 18, No. 4Old Wine in New Bottles: Exploring Pragmatism as a Philosophical Framework for the Discipline of CoachingTatiana Bachkirova and Simon Borrington16 October 2019 | Academy of Management Learning & Education, Vol. 18, No. 3 Vol. 13, No. 2 Permissions Metrics in the past 12 months History Published online 3 September 2014 Published in print 1 June 2014 Information© Academy of Management Learning & EducationDownload PDF

Twenty years ago today: Celebration, history, and Human Resource Development Quarterly

Celebration is an ancient ritual. It gives us a way to feel good about ourselves, and our accomplishments. When we celebrate we are reinforcing something important to us. Without it we simply maintain the status quo and candidly have a lot less fun. We typically don’t celebrate things that we dislike or do not value or that have no historical significance for us. Celebrations can be good or bad, joyous or somber. We celebrate beginnings and endings such as birth and death. We celebrate important acts through awards for bravery and accomplishment. We also celebrate the passage of time and longevity of people and events: people’s birthdays, the birth of a nation, the inauguration of a president or other important leader. Celebration is historical. Without celebration, there would be no markers or milestones by which to gauge or judge history. Celebration enables professions to mark important events and people, and reflect on what has been in the past in order to envision what might be in the future. Celebration is also part of the socialization process within a profession. One of the tenets of a profession such as human resource development (HRD) is the importance and act of celebrating. Solidarity and cooperation are enhanced when we celebrate together something we value. This 20th volume is a historical milestone for Human Resource Development Quarterly (HRDQ), the Academy of Human Resource Development, and the HRD profession. Twenty years ago there was not a single journal dedicated to HRD research. That’s right: none, zero, zip, zilch. Against the skepticism of scholars and practitioners who doubted that an HRD-oriented research publication could survive, the journal’s founders remained steadfast in their belief that the profession needed and would support HRDQ.

Human Resource Development Quarterly: In the beginning

Happy 20th birthday to the Human Resource Development Quarterly! The first issue of HRDQ appeared in January 1990. I had invested almost four years in getting this first research journal in human resource development (HRD) to become a reality. Others joined in along the way. The beginning of HRDQ was a tangled journey and worth every ounce of effort. Until January 1990, our fledging academic discipline had no research journal, no research methodology handbook, no secure academic home (we were imbedded in other departments and disciplines). There was no Academy of Human Resource Development. Pursuing all four of these fronts became the core strategy for advancing the HRD profession as a recognized academic discipline. Establishment of a research journal was the first priority. The Human Resource Development Research Center at the University of Minnesota hosted the original HRDQ planning work and the first eight years of its publication. In the planning stage of HRDQ, there were a number of naysayers who did not believe there was enough research going on in HRD to fill a quarterly research journal. Also in the planning stage, a number of organizational partners were entertained. Being a member of the American Society for Training and Development Research Committee and having established their successful theory-to-practice monograph series was the springboard for American Society for Training and Development involvement. Thank you, ASTD. Having published books through Steve Piersanti, who was then the president of Jossey-Bass Publishers, was the entree to Jossey-Bass as the publishing partner. Piersanti has influenced the HRD profession more than you can imagine. His support of HRDQ is just one major contribution made to HRD. Thank you, Steve Piersanti and Jossey-Bass. Other potential partners came and went, including the University of Minnesota. Originally it was to be the permanent home of HRDQ, with the

Transnational Corporations as Educational Institutions for National Development: The Contrasting Cases of Mexico and South Korea

Previous articleNext article No AccessTransnational Corporations as Educational Institutions for National Development: The Contrasting Cases of Mexico and South KoreaMark HansonMark Hanson Search for more articles by this author PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 50, Number 4November 2006 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/507058 Views: 145Total views on this site Citations: 7Citations are reported from Crossref © 2006 by the Comparative and International Education Society. All rights reserved.PDF download Crossref reports the following articles citing this article:Kiyong Byun, Jae-Eun Jon, Dongbin Kim Quest for building world-class universities in South Korea: outcomes and consequences, Higher Education 65, no.55 (Sep 2012): 645–659.https://doi.org/10.1007/s10734-012-9568-6Thomas F. Luschei, Amita Chudgar, W. Joshua Rew Exploring Differences in the Distribution of Teacher Qualifications Across Mexico and South Korea: Evidence from the Teaching and Learning International Survey, Teachers College Record: The Voice of Scholarship in Education 115, no.55 (May 2013): 1–38.https://doi.org/10.1177/016146811311500502John D. Palmer, Young Ha Cho South Korean higher education internationalization policies: perceptions and experiences, Asia Pacific Education Review 13, no.33 (Feb 2012): 387–401.https://doi.org/10.1007/s12564-012-9204-2Emerson Wagner Mainardes, Helena Alves, Mário Raposo, Maria José Carvalho de Souza Domingues Marketing in higher education: A comparative analysis of the Brazil and Portuguese cases, International Review on Public and Nonprofit Marketing 9, no.11 (Sep 2011): 43–63.https://doi.org/10.1007/s12208-011-0077-6 윤지영, 정철영 Identifying Global Competencies of Executives in Global Business at Large Corporations in Korea, Journal ofAgricultural Education and Human Resource Development 44, no.11 (Mar 2012): 205–226.https://doi.org/10.23840/agehrd.2012.44.1.205Yonghak Lee Competencies needed by Korean HRD master's graduates: A comparison between the ASTD WLP competency model and the Korean study, Human Resource Development Quarterly 20, no.11 (Dec 2009): 107–133.https://doi.org/10.1002/hrdq.20010Ingo Stolz, Gary N. Mclean Organizational Skills for a Corporate Citizen: Policy Analysis, Human Resource Development Review 8, no.22 (May 2009): 174–196.https://doi.org/10.1177/1534484309334099

The development of the field of HRD: a Delphi study

PurposeThe study explored the views of leading human resource development (HRD) academics regarding five main issues: the disciplinary bases of HRD, the historical milestones in HRD, the constituent components of HRD, the leading contributions in terms of journal articles and books to the development of HRD and the future of HRD.Design/methodology/approachA Delphi methodology was adopted. The views of editorial board members of the four main HRD journals (Human Resource Development Quarterly, Human Resource Development International, Advances in Developing Human Resources, Human Resource Development Review) and of the Board of Directors of the Academy of Human Resource Development were sought.FindingsAdult learning, systems theory and psychology were identified as the disciplinary bases of HRD. Works by Knowles, Nadler and McLagan were viewed as the leading contributions to the field. Adjusting to changes in work patterns and how work is organized was identified as a key trend influencing the field. Issues of professionalisation and balancing the needs of employees, organizations and society were identified as the key challenges facing the field.Originality/valueExamines key trends and challenges facing HRD.

Making subjective judgments in quantitative studies: The importance of using effect sizes and confidence intervals

At least twenty-three journals in the social sciences purportedly require authors to report effect sizes and, to a much lesser extent, confidence intervals; yet these requirements are rarely clear in the information for contributors. This article reviews some of the literature criticizing the exclusive use of null hypothesis significance testing (NHST) and briefly highlights the state of NHST reporting in social science journals, including Human Resource Development Quarterly. Included are an overview of effect sizes and confidence intervals—their definitions, a brief historical review, and an argument regarding their importance. The article concludes with recommendations for changing the culture of quantitative research within human resource development (HRD) to more systematically reporting effect sizes and confidence intervals as supplements to NHST findings.

Transnational Corporations as Educational Institutions for National Development: The Contrasting Cases of Mexico and South Korea

Previous articleNext article No AccessTransnational Corporations as Educational Institutions for National Development: The Contrasting Cases of Mexico and South KoreaMark HansonMark Hanson Search for more articles by this author PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 50, Number 4November 2006 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/507058 Views: 147Total views on this site Citations: 7Citations are reported from Crossref © 2006 by the Comparative and International Education Society. All rights reserved.PDF download Crossref reports the following articles citing this article:Kiyong Byun, Jae-Eun Jon, Dongbin Kim Quest for building world-class universities in South Korea: outcomes and consequences, Higher Education 65, no.55 (Sep 2012): 645–659.https://doi.org/10.1007/s10734-012-9568-6Thomas F. Luschei, Amita Chudgar, W. Joshua Rew Exploring Differences in the Distribution of Teacher Qualifications Across Mexico and South Korea: Evidence from the Teaching and Learning International Survey, Teachers College Record: The Voice of Scholarship in Education 115, no.55 (May 2013): 1–38.https://doi.org/10.1177/016146811311500502John D. Palmer, Young Ha Cho South Korean higher education internationalization policies: perceptions and experiences, Asia Pacific Education Review 13, no.33 (Feb 2012): 387–401.https://doi.org/10.1007/s12564-012-9204-2Emerson Wagner Mainardes, Helena Alves, Mário Raposo, Maria José Carvalho de Souza Domingues Marketing in higher education: A comparative analysis of the Brazil and Portuguese cases, International Review on Public and Nonprofit Marketing 9, no.11 (Sep 2011): 43–63.https://doi.org/10.1007/s12208-011-0077-6 윤지영, 정철영 Identifying Global Competencies of Executives in Global Business at Large Corporations in Korea, Journal ofAgricultural Education and Human Resource Development 44, no.11 (Mar 2012): 205–226.https://doi.org/10.23840/agehrd.2012.44.1.205Yonghak Lee Competencies needed by Korean HRD master's graduates: A comparison between the ASTD WLP competency model and the Korean study, Human Resource Development Quarterly 20, no.11 (Dec 2009): 107–133.https://doi.org/10.1002/hrdq.20010Ingo Stolz, Gary N. Mclean Organizational Skills for a Corporate Citizen: Policy Analysis, Human Resource Development Review 8, no.22 (May 2009): 174–196.https://doi.org/10.1177/1534484309334099

A systemic, flexible, and multidimensional model for evaluating e-learning programs

Performance ImprovementVolume 43, Issue 7 p. 33-39 Article A systemic, flexible, and multidimensional model for evaluating e-learning programs Peni Mungania, Peni Mungania Peni Mungania, PhD is a Project Manager and Instructional Designer in an e-learning services company, where she manages professional development programs for a diverse clientele. She is involved in needs analysis, design, development, and evaluation of e-learning courses and programs. Her background is in human resources development with a research focus on evaluation, distance teaching and learning, and international human resources development. She may be reached at penimungania@yahoo.com.Search for more papers by this authorTim Hatcher, Tim Hatcher Tim Hatcher is Associate Professor at North Carolina State University. He is the Associate Editor of the Human Resource Development Quarterly and a seasoned presenter at international human resource development conferences. His book, Ethics and HRD, is published by Perseus Publishing. He may be reached attim_hatcher@ncsu.edu.Search for more papers by this author Peni Mungania, Peni Mungania Peni Mungania, PhD is a Project Manager and Instructional Designer in an e-learning services company, where she manages professional development programs for a diverse clientele. She is involved in needs analysis, design, development, and evaluation of e-learning courses and programs. Her background is in human resources development with a research focus on evaluation, distance teaching and learning, and international human resources development. She may be reached at penimungania@yahoo.com.Search for more papers by this authorTim Hatcher, Tim Hatcher Tim Hatcher is Associate Professor at North Carolina State University. He is the Associate Editor of the Human Resource Development Quarterly and a seasoned presenter at international human resource development conferences. His book, Ethics and HRD, is published by Perseus Publishing. He may be reached attim_hatcher@ncsu.edu.Search for more papers by this author First published: 09 February 2007 https://doi.org/10.1002/pfi.4140430710Citations: 1 AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume43, Issue7August 2004Pages 33-39 RelatedInformation

Asking and answering the right questions collecting useful and relevant data

Performance ImprovementVolume 42, Issue 10 p. 24-28 Article Asking and answering the right questions collecting useful and relevant data Ingrid Guerra PhD, Ingrid Guerra PhD Ingrid Guerra, PhD, is an assistant professor at the University of Michigan-Dearborn, where she teaches in two graduate programs, Performance Improvement & Instructional Design, and Public Administration. Her specialized areas of teaching, research, and consulting include needs assessment, evaluation, strategic planning, and learning theories. She has published articles in journals such as Performance Improvement, Performance Improvement Quarterly, Human Resource Development Quarterly, Educational Technology, Quarterly Review of Distance Education, International Public Management Review, and International Journal for Educational Reform, among others. Ingrid received her PhD and MA in Instructional Systems and her bachelor's in Psychology from the Florida State University. She may be reached at iguerra@umd.umich.edu.Search for more papers by this author Ingrid Guerra PhD, Ingrid Guerra PhD Ingrid Guerra, PhD, is an assistant professor at the University of Michigan-Dearborn, where she teaches in two graduate programs, Performance Improvement & Instructional Design, and Public Administration. Her specialized areas of teaching, research, and consulting include needs assessment, evaluation, strategic planning, and learning theories. She has published articles in journals such as Performance Improvement, Performance Improvement Quarterly, Human Resource Development Quarterly, Educational Technology, Quarterly Review of Distance Education, International Public Management Review, and International Journal for Educational Reform, among others. Ingrid received her PhD and MA in Instructional Systems and her bachelor's in Psychology from the Florida State University. She may be reached at iguerra@umd.umich.edu.Search for more papers by this author First published: 08 February 2007 https://doi.org/10.1002/pfi.4930421007Citations: 3 AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume42, Issue10November/December 2003Pages 24-28 RelatedInformation

Interviewing to analyze & assess performance improvement initiatives

Performance ImprovementVolume 42, Issue 6 p. 30-36 Article Interviewing to analyze & assess performance improvement initiatives Jana L. Pershing PhD, Jana L. Pershing PhD Jana L. Pershing, PhD, is an Associate Professor of Sociology at San Diego State University. She is also a Senior Methodology Consultant for Education and Management Research Associates of Bloomington, Indiana. Her areas of research and teaching expertise include research methods, military sociology, and crime and social control. She has recently published articles in the following journals: Performance Improvement, Human Resource Development Quarterly, Armed Forces & Society, Teaching Sociology, and Sociological Perspectives. Dr. Pershing received her PhD and MA in Sociology from the University of Washington and her BA in Sociology from Indiana University. She may be reached atjpershin@mail.sdsu.edu.Search for more papers by this author Jana L. Pershing PhD, Jana L. Pershing PhD Jana L. Pershing, PhD, is an Associate Professor of Sociology at San Diego State University. She is also a Senior Methodology Consultant for Education and Management Research Associates of Bloomington, Indiana. Her areas of research and teaching expertise include research methods, military sociology, and crime and social control. She has recently published articles in the following journals: Performance Improvement, Human Resource Development Quarterly, Armed Forces & Society, Teaching Sociology, and Sociological Perspectives. Dr. Pershing received her PhD and MA in Sociology from the University of Washington and her BA in Sociology from Indiana University. She may be reached atjpershin@mail.sdsu.edu.Search for more papers by this author First published: 09 February 2007 https://doi.org/10.1002/pfi.4930420606 AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Volume42, Issue6July 2003Pages 30-36 RelatedInformation

The handling of nonresponse error

AbstractThis study was designed to describe and explore how nonresponse in Human Resource Development Quarterly (HRDQ) historically has been handled. All feature and article manuscripts (n = 158) published in HRDQ during the years 1990 through 1999 were analyzed using content analysis techniques. Study findings show that not mentioning nonresponse error as a threat to external validity of a study, not attempting to control for nonresponse error, or not providing a reference to the literature were unfortunately the norm and not the exception. Four recommendations for handling nonresponse error are comparison of early to late respondents, using “days to respond” as a regression variable, comparing respondents to nonrespondents, and comparing respondents on characteristics known a priori.

The art and science of personnel selection assessing “goodness of fit” with organizational culture

Performance ImprovementVolume 40, Issue 1 p. 32-37 Article The art and science of personnel selection assessing “goodness of fit” with organizational culture John E. Burk PhD, John E. Burk PhD atjburk@dlrgroup.com. John Burk PhD, is currently an education consultant. He provides instructional technology planning and educational specification services to higher education and K-12 clients across the country. Additionally, John taught for five years at the university level. He has published articles on organizational culture, cross-cultural training of multinational employees, and technology planning in such journals as Human Resource Development Quarterly, Public Relations Quarterly, and College Planning & Management. He has made several presentations on communication and performance technology at conferences throughout the United States, including three ISPI conferences. John received his doctorate and master's degrees from Southern Illinois University-Carbondale and his bachelor's degree from Carroll College in Helena, Montana.Search for more papers by this authorThomas A. Birk PhD, Thomas A. Birk PhD tbirk@unmc.edu. Thomas A. Birk, PhD, is a Designer for the Learning Environment at the University of Nebraska Medical Center, where he creates virtual learning environments for medical students with a strong emphasis on instructional design. He has 17 years of broadcast marketing and management experience, in addition to six years as a university professor. Tom also works as an education consultant. He has published articles on mass communication and technology planning in such journals as American School & University and School Planning & Management and has presented workshops nationally on the topics of performance technology and communication, including three ISPI conferences. Tom received his doctorate from Southern Illinois University-Carbondale, his master's from University of Nebraska-Omaha, and his bachelor's from University of Nebraska-Lincoln.Search for more papers by this author John E. Burk PhD, John E. Burk PhD atjburk@dlrgroup.com. John Burk PhD, is currently an education consultant. He provides instructional technology planning and educational specification services to higher education and K-12 clients across the country. Additionally, John taught for five years at the university level. He has published articles on organizational culture, cross-cultural training of multinational employees, and technology planning in such journals as Human Resource Development Quarterly, Public Relations Quarterly, and College Planning & Management. He has made several presentations on communication and performance technology at conferences throughout the United States, including three ISPI conferences. John received his doctorate and master's degrees from Southern Illinois University-Carbondale and his bachelor's degree from Carroll College in Helena, Montana.Search for more papers by this authorThomas A. Birk PhD, Thomas A. Birk PhD tbirk@unmc.edu. Thomas A. Birk, PhD, is a Designer for the Learning Environment at the University of Nebraska Medical Center, where he creates virtual learning environments for medical students with a strong emphasis on instructional design. He has 17 years of broadcast marketing and management experience, in addition to six years as a university professor. Tom also works as an education consultant. He has published articles on mass communication and technology planning in such journals as American School & University and School Planning & Management and has presented workshops nationally on the topics of performance technology and communication, including three ISPI conferences. Tom received his doctorate from Southern Illinois University-Carbondale, his master's from University of Nebraska-Omaha, and his bachelor's from University of Nebraska-Lincoln.Search for more papers by this author First published: 08 February 2007 https://doi.org/10.1002/pfi.4140400109Citations: 2 AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Citing Literature Volume40, Issue1January 2001Pages 32-37 RelatedInformation

Workshops to Combat Sexual Harassment: A Case Study of Changing Attitudes

In 1980, the affirmative action office at the University of Michigan established a sexual harassment task force to begin developing a multifaceted attempt to combat sexual harassment on campus. "Tell Someone," as the resulting program came to be known, has as one of its components a training workshop for engaging in personal and institutional battle with sexual harassment.' At the center of the workshop is a set of twelve trigger tapes (thirty-second videotaped dramas), six focused on student settings and six focused on employment settings. The tapes are designed to demonstrate the variety, complexity and genuine uncertainty typically surrounding incidents of sexual harassment, and they examine several basic forms: (1) male harassing female; (2) female harassing male; (3) heterosexual harassing homosexual; and (4) homosexual harassing heterosexual.2 With the help of trained facilitators, work-

Developmental Stages of Preschool Teachers

Stage 1: Survival During Stage 1, which may last throughout the first full year of teaching, the teacher's main concern is whether she can survive. This preoccupation with survival may be expressed in questions the teacher asks: "Can I get through the day in one piece? Without losing a child? Can I make it until the end of the week? Until the next vacation? Can I really do this kind of work day after day? Will I be accepted by my colleagues?" Such questions are well expressed in Ryan's enlightening collection of accounts of first-year teaching experiences (3).

Ego states in psychotherapy.

Back to table of contents Previous article Next article ArticlesNo AccessEgo States in PsychotherapyEric Berne, M.D.Eric BerneCarmel, Cal.Search for more papers by this author, M.D.Published Online:30 Apr 2018https://doi.org/10.1176/appi.psychotherapy.1957.11.2.293AboutSectionsPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack Citations ShareShare onFacebookTwitterLinked InEmail PDFThis content is only available as a PDF. Access content To read the fulltext, please use one of the options below to sign in or purchase access. Personal login Institutional Login Sign in via OpenAthens Purchase Save for later Item saved, go to cart PPV Articles - APT - American Journal of Psychotherapy $35.00 Add to cart PPV Articles - APT - American Journal of Psychotherapy Checkout Please login/register if you wish to pair your device and check access availability. Not a subscriber? Subscribe Now / Learn More PsychiatryOnline subscription options offer access to the DSM-5 library, books, journals, CME, and patient resources. This all-in-one virtual library provides psychiatrists and mental health professionals with key resources for diagnosis, treatment, research, and professional development. Need more help? PsychiatryOnline Customer Service may be reached by emailing [email protected] or by calling 800-368-5777 (in the U.S.) or 703-907-7322 (outside the U.S.). FiguresReferencesCited byDetailsCited byThe Maternal: An Integral Part of Eco-TA9 January 2023 | Transactional Analysis Journal, Vol. 53, No. 1Effects of interpersonal relational role analysis on nursing students' depressive symptoms and coping styles27 October 2021 | Perspectives in Psychiatric Care, Vol. 58, No. 4Turning the lean world upside down23 August 2022 | International Journal of Lean Six Sigma, Vol. 13, No. 5THE SHADOW OF THE "OTHER" ON THE "I": ALIENATION1 July 2022 | MetaZihin: Yapay Zeka ve Zihin Felsefesi DergisiTransactional Analysis Shows Child Factor Would be Influential Egogram for Late Teenager1 December 2021 | Edelweiss: Psychiatry Open AccessThe effect of interpersonal relational role analysis on nursing students' anxiety levels and interpersonal problem‐solving orientation16 November 2020 | Perspectives in Psychiatric Care, Vol. 57, No. 3Une vue d’ensemble de l’école psychodynamique d’analyse transactionnelle et de ses fondations épistémologiquesModerating Effects of the Ego-Energy in Relation to Stress, Drinking Motives, and Depression in Korean Adult Males20 May 2021 | Frontiers in Psychology, Vol. 12Cohomology theory for financial time seriesPhysica A: Statistical Mechanics and its Applications, Vol. 546Edelweiss: Psychiatry Open AccessThe Roots and Evolution of Ego-State Theory and Therapy28 August 2018 | International Journal of Clinical and Experimental Hypnosis, Vol. 66, No. 4Physica A: Statistical Mechanics and its Applications, Vol. 462Transactional Analysis Journal, Vol. 46, No. 3Transactional Analysis Journal, Vol. 45, No. 1Transactional Analysis Journal, Vol. 45, No. 3Journal of Police and Criminal Psychology, Vol. 27, No. 2The Korean Journal of Human Resource Development Quarterly, Vol. 13, No. 1Transactional Analysis Journal, Vol. 40, No. 3-4Les phases de développement de l'analyse transactionnelle, d'Eric Berne à nos joursActualités en analyse transactionnelle, Vol. 135, No. 3Transactional Analysis Journal, Vol. 33, No. 2Transactional Analysis Journal, Vol. 29, No. 1Transactional Analysis Journal, Vol. 29, No. 2Transactional Analysis Journal, Vol. 29, No. 3Transactional Analysis Journal, Vol. 29, No. 3Transactional Analysis Journal, Vol. 21, No. 2Transactional Analysis Journal, Vol. 20, No. 3Transactional Analysis Journal, Vol. 20, No. 3Transactional Analysis Journal, Vol. 19, No. 1Transactional Analysis Journal, Vol. 18, No. 1Transactional Analysis Journal, Vol. 18, No. 1Transactional Analysis Journal, Vol. 18, No. 1The Counseling Psychologist, Vol. 12, No. 1Transactional Analysis Journal, Vol. 13, No. 1Journal of Contemporary Psychotherapy, Vol. 12, No. 1Transactional Analysis Journal, Vol. 11, No. 1The Transactional Behavior Questionnaire26 August 2016 | Transactional Analysis Bulletin, Vol. 8, No. 1Clinical Social Work Journal, Vol. 5, No. 2Journal of Advertising, Vol. 5, No. 3Eric Berne's Studies of Intuition 1949–196225 August 2016 | Transactional Analysis Bulletin, Vol. 1, No. 1The Psychiatric Quarterly, Vol. 31, No. 1-4 Volume 11Issue 2 1957, pp. 249–524Pages 293-309 Metrics PDF download History Published online 30 April 2018 Published in print 1 April 1957