The influences and motivations on which students base their choice of career

The aim of the study was to examine the influences and motivations, on which students base their choice of career. 348 young people aged 14-18 years, completed a questionnaire and took part in an interview concerning their choice of career. It was found the greatest influence on their choice of career was their parents, followed by that of their teachers. There was evidence of gender differences, with same sex parental influences. Although seeking further education was the most popular next step for most respondents, marriage was more important to females than to males. Overall motivation to work was found primarily to involve money, and liking for the job. Very low on the list were long term goals, such as personal development, career advancement, and pensions. Most noticeably, the students considered status was derived from possessions, rather than employment. It was suggested, a consequence of this was that employers options to motivate workers were very limited. It was hoped, the profile of career influences and motives, would be helpful for teachers with responsibility for careers guidance

Teaching interpersonal skills: convincing the student of the need for an extreme opening statement in negotiations

Training young people in work related interpersonal skills can be difficult. For them adopting ritualistic tactics such as using an extreme opening statement in a negotiation is a very different approach to communicating than the cryptic and concise technique they use when, for example, they send a text message. This study assesses whether it is today an appropriate interpersonal skill. The study examined the impact of an extreme opening statement on young people acting as both management and union representatives. It was found both responded more generously when they received a more extreme opening statement than a more moderate one. This occurred no matter how reasonable the statement was seen to be. Males and females reacted similarly to an extreme statement. It was suggested it may today be considered a sound negotiating strategy. The case study itself can be used in vocational courses, which include interpersonal skill training components, as a means of demonstrating the effectiveness of the strategy

A study of perceptions 'significant others' hold, of the inclusion of 'children with difficulties' in mainstream classes

The perceptions of mainstream, teachers, parents of other children, and many other people, are crucial to the extent to which children with difficulties are accepted in mainstream classes. This study examined views of 507 ‘significant others’ towards the inclusion of children experiencing a variety of difficulties. They were asked to rank how they felt about children with certain types of ‘difficulty’, and given the opportunity to explain their decisions in a subsequent interview. Five main issues were examined, namely the most suitable age for inclusion, the problems faced by parents, the type of difficulty most suitable for inclusion into mainstream classes, the allocation of resources, and how resources should be allocated to children with different types of giftedness. Views towards these issues varied depending on the type of difficulty the child experienced. The findings of this study indicate, some children are more likely than others to be readily accepted by ‘significant others’ for inclusion into mainstream schooling. It was stressed, the perceptions of these ‘significant others’ impact upon how successful any attempt to include children in mainstream classes will be

Training leisure centre instructors: client motivational profiles examined

Purpose: To investigate the motivations of clients attending leisure centres/clubs. It is noted training programmes for instructors tend to neglect this, particularly in relation to the gender and age of clients. Method: In this study 460 recreational athletes including equal numbers of males and females in the two age groups, 17-27 years and 37-84 were interviewed and given a short questionnaire concerning their motives for taking part in activities in leisure centres/clubs. Findings: It was found both gender and age influenced motivations to participate and reasons for leaving. Implications: The need for instructors to be made aware of the very different motives driving recreational athletes to attend clubs was stressed if client wastage is to be reduced

Recruitment/selectors perceptions of male and female trainee managers?

Purpose: This study investigates whether those involved with recruitment/selection (RS) react differently towards male and female trainee managers. Methodology: Measures of the perceptions towards trainee managers were collected from 440 managers and professionals involved in recruitment/selection (RS). Findings: It was found males were seen to have more stereotype male management characteristics than females. Female (RS) perceived female management trainees as possessing more male management characteristics than did male (RS). Practical implications: The stereotype of the management trainee held by male (RS), with it’s emphasis on ‘male characteristics’, would suggest females do face an unequal struggle in their careers. It is argued that male management characteristics, whilst possibly appropriate for organisations with a hierarchical structure, may not be as appropriate for the participatory organisational structure which is becoming more common. Suggestions are made to help develop management skills for both male and female trainees

Managerial career anchors in a changing business environment

Trainers need to take into account changes in working practices, which it is argued, influence manager’s perceptions of their careers. 540 managers were interviewed, and a questionnaire used to measure the relative importance of individual career anchors. It was found younger managers were more orientated towards their own skills and what they could contribute, whereas older managers were more inclined to be aware of the limitations of their role in the organisation. It was stressed the difference between the perception of their careers of the younger and older managers is something the trainer needs to take into account. Also significant to the trainer was how similar male and female managers were in their perceptions of their career anchors

An examination of the relationship between gender and achievement amongst 'A-Level' students working alone or in pairs

This study examines the interaction between gender and the effect on student learning of working alone or in either single or mixed sex pairs. 68 A-level students (mean age 16.8 years) , all attending mixed sex schools, took part in a task which incorporated a number of basic learning processes. They worked alone or in either in single or mixed sex pairs. It was found male students got more answers correct when they worked with females, than when they worked alone. It was found that, in mixed sex pairs, both male and female students gave less wrong answers than did individuals. In addition, females had more confidence in their correct answers when working with males, than when working with other females, or alone. It was suggested there could be advantages under some circumstances, in mixed sex working for both male and female students

Adolescent perceptions of the importance of teachers as a therapeutic support in coping with their problems

The aim of this study is to determine the importance with which students regard teachers as sources of support in coping with their problems, and whether there is any link between this and the type of problem seen as being of major importance to them. A structured interview was conducted and a questionnaire administered individually to 623 pupils aged 15-19 years, from 12 different schools and colleges. The results show teachers rank rather low in the list of those to whom the pupils will turn for help to cope with their problems. Boys and girls experience very different problems. Girls communicate as a means of dealing with their problems more than boys, who tend to look to themselves for support. The implications for those boys whose main problems concern school are discussed. It is stressed it is important not to neglect the needs of girls, who tend to adopt a lower profile in class