The Organizational Model for Workplace Security

The definition of workplace violence is a “any act of harassment (including sexual harassment), intimidation, threat, rape or homicide that takes place at a victim’s place of employment.” When the statistics for workplace violence are looked at, it is easily understood why workplace security is rapidly becoming a problem for many organizations. The situation that provokes workplace violence does not necessarily have to start in the workplace or and the act of violence does not necessarily have to happen in the workplace for organizations to be concerned. Many organizations are just learning that violence can occur anywhere at anytime and they must be prepared to cope with the situation. This means they must take a look at their preparedness and decide what they need to do to not only increase preparedness but also to understand what procedures they do day to day that might affect a potentially violent situation. Organizations need to ask tough questions as to their hiring procedures, termination procedures, and security procedures. In today’s society, this increases from the aspect of global terrorism and how well are they prepared for the potential of a terrorist attack. Security in the workplace will continue to be a concern but by following specific procedures and processes the risk of a situation happening can be significantly reduced.http://deepblue.lib.umich.edu/bitstream/2027.42/39914/3/wp529.pd

The Organizational Model for Workplace Security

The definition of workplace violence is a “any act of harassment (including sexual harassment), intimidation, threat, rape or homicide that takes place at a victim’s place of employment.” When the statistics for workplace violence are looked at, it is easily understood why workplace security is rapidly becoming a problem for many organizations. The situation that provokes workplace violence does not necessarily have to start in the workplace or and the act of violence does not necessarily have to happen in the workplace for organizations to be concerned. Many organizations are just learning that violence can occur anywhere at anytime and they must be prepared to cope with the situation. This means they must take a look at their preparedness and decide what they need to do to not only increase preparedness but also to understand what procedures they do day to day that might affect a potentially violent situation. Organizations need to ask tough questions as to their hiring procedures, termination procedures, and security procedures. In today’s society, this increases from the aspect of global terrorism and how well are they prepared for the potential of a terrorist attack. Security in the workplace will continue to be a concern but by following specific procedures and processes the risk of a situation happening can be significantly reduced.workplace violence, workplace security, organizational security, domestic violence, spillover violence, workplace threats, violence prevention, employee violence

Motivational orientations of adults returning to formal education : a quantitative study

In 1961, Cyril O. Houle, Professor of Education at The University of Chicago, conducted a qualitative study on why adults return to adult education classes. This study was the first of many studies to be conducted in the last twenty-six years. Most of the motivational research flows from Houle's three factor typology. This typology describes the motivations for adults returning to education as either "goal" oriented, "activity" oriented or "learning" oriented. Studies conducted since Houle's, by Sheffield, Burgess, Boshier and others have identified more orientations than did Houle. Boshier (1971) developed the Education Participation Scale (EPS) to identify the orientations of adults returning to adult education classes. This study used the EPS to determine if the orientation of ninety-nine adults enrolled in an adult education program in Northeast Indiana, compared to the orientations of adults who have taken the EPS worldwide. Five of the participants of the adult education program were interviewed over a five month time period to obtain their judgments on why adults return to formal educational settings. These interviews were analyzed for trends, themes and similarities and differences in the content.Findings1. The ninety-nine participants taking the EPS did differ from those participants who had taken the EPS worldwide.2. There were no topics raised in interviews that differed from the topics present in the EPS or existing factors in the EPS.3. Four of the five participants interviewed generally fit Houle's (1961) definitions of "goal" oriented adults. One participant fit Houle's definition of a "learning" oriented adult.Conclusions1. Although the interview data brought about no specific conclusions there were recommendations for further study in the area of motivational orientations of adult students.Thesis (D. Ed.