Jay W. Rojewski

Confucian values and the implications for international HRD

Abstract The consideration of cultural issues has become increasingly important in scholarly inquiry and explorative practice in international human resource development (HRD). We review and explore the core characteristics of Confucian-based culture in relation to organizations and unfold how these Confucian values may affect organizational and management practices in China and other Asian countries. Five major aspects of Confucianism are examined. They are: (a) hierarchy and harmony, (b) group orientation, (c) guanxi networks (relationships), (d) mianzi (face) and (e) time orientation. The impact of these values on management practices in the Chinese organizational context is presented in four areas: (a) working relationships, (b) decision-making processes, (c) ruling by man (ren zhi) instead of by law (fa zhi) and (d) HR practices. Implications for organizations and international HRD are also discussed.

Educational and Occupational Aspirations of High School Seniors with Learning Disabilities

Using the National Education Longitudinal Study of 1988, this study investigated the educational and occupational aspirations of high school seniors with and without learning disabilities. Effect sizes showed practical differences between the aspirations of young people with learning disabilities and their peers without disabilities, with the latter holding higher aspirations—-for both educational and occupational outcomes. No practical differences were found for female versus male adolescents with learning disabilities. Adolescents with learning disabilities who aspired to a high school diploma or less, and those who aspired to an advanced college degree, espoused lower occupational aspirations than did their peers without disabilities.

Occupational Aspirations and Early Career-Choice Patterns of Adolescents with and without Learning Disabilities

The National Education Longitudinal Study of 1988 (NELS:88) database was used to examine the influence of gender and learning disability status on the occupational aspirations and career-choice patterns of adolescents at grades 8 and 10. Results indicated that adolescents with learning disabilities displayed different career-choice patterns and strategies than their nondisabled peers at two points early in the career-exploration stage: Youth with learning disabilities were less likely to aspire to high-prestige occupations and were more likely to be indecisive about future occupational alternatives. Females with learning disabilities appeared to be at particularly high risk of setting limits on their occupational futures. In terms of career-choice patterns, nondisabled youth were more likely to identify occupations within a particular prestige level and remain consistent from grade 8 to grade 10. By comparison, youth with learning disabilities were more likely to express lower or indecisive aspirations in early adolescence and then report higher aspirations in mid-adolescence.

The Role of Chance in the Career Development of Individuals with Learning Disabilities

Everyone experiences the influence of chance events, or happenstance, in their career development. This influence can be positive or negative. Given the unique learning characteristics and experiences of persons with learning disabilities, chance may play a more negative role in their career development, vocational preparation, and occupational attainment. Key ideas from Banduras (1982) explanation of how chance affects individual life paths—personal and social determinants of reactions to chance events—are contrasted with the personal and social characteristices often attributed to persons with learning disabilities. A general model of the response options to career-related cnance events is also provided and discussed.

Causal Effects of Inclusion on Postsecondary Education Outcomes of Individuals With High-Incidence Disabilities

Using data from the National Longitudinal Transition Study–2 results of a propensity score analysis revealed significant causal effects for inclusive placement in high school on postsecondary education outcomes for adolescents with learning disabilities or emotional-behavior disorders 2 years after high school completion. Students earning 80% or more of their academic credits in general education settings (inclusive placement) were twice as likely to enroll and persist in postsecondary education when compared with students receiving fewer credits in inclusive classroom settings. These findings extend results of past descriptive and correlational studies by detecting a direct causal link between inclusion and postsecondary education.

Cognitive Apprenticeship for Learners with Special Needs An Alternate Framework for Teaching and Learning

Cognitive apprenticeship emphasizes a combination of authentic problem-solving experiences with expert guidance in lieu of decontextualized instruction. As an instructional approach, cognitive apprenticeship can support the acquisition, use, and transfer of basic and advanced cognitive skills required in school and adult life by learners with special needs. This article first examines assumptions of teaching and learning that may have a negative impact on the education and postschool success of special populations. From this overview, several emerging aspects of cognitive science considered germane to advanced thinking are identified and reviewed. A model of cognitive apprenticeship is then described as a practical means of providing academic instruction to students with special learning needs. Lastly, implications of adopting this instructional approach with special populations are discussed.

Key Components of Model Transition Services for Students with Learning Disabilities

Secondary-based transition programs are developed to provide instruction and support for students in transition from school to adult life. Often such programs are general in scope and designed to serve a number of students who share common characteristics (e.g., all students with mild disabilities). However, this type of program design may not adequately address the specific problems or needs of students with learning disabilities. To identify the key components of transition programs for individuals with learning disabilities, nine model programs were reviewed. Seven exemplary program components emerged: individualized planning and coordination; vocational preparation; academic remediation and support; academic, vocational, and social-personal counseling; support systems and services; job seeking and placement; and follow-up/follow-along. Together, these seven components appear to provide students with learning disabilities a set of key services and experiences needed to successfully transition from secondary/postsecondary education to employment and adult life.

Development Patterns of Occupational Aspirations in Adolescents with High-Incidence Disabilities:

This study analyzed the longitudinal development of occupational aspiration prestige scores over a 12-year period (Grade 8 to 8 years postsecondary) to better understand this aspect of career choice from adolescence into adulthood for people with high-incidence disabilities. A curvilinear trajectory was detected where aspirations increased during high school, but decreased after school completion. The only covariate positively associated with the intercept factor was academic achievement. Higher socioeconomic status was associated with a positive change in the slope of aspirations across the 3 time points before school completion. In adulthood, disability status was the only significant factor associated with aspiration change. Findings are considered with regard to the potential influence of special education services and disability on career development and choice.

Theoretical Structure of Career Maturity for Rural Adolescents with Learning Disabilities

CAREER MATURITY HAS been studied extensively over the past three decades and is, perhaps, one of the most important constructs of career development theory (Crites, 1978b; Fouad, 1988; Osipow, 1990). However, career development theory and research on the career maturity construct has been predominantly focused on the behavior of mainstreamed student populations. Considerably less is known about whether the same principles and variables operate with &dquo;atypical&dquo; groups (LoCascio, 1964; 1967; Manuele, 1983; Phillips, Strohmer, Berthaume, & O’Leary, 1983). The few studies that are available indicate that

A Conceptual Framework for Technical and Vocational Education and Training

In this chapter, the author contends that with the unprecedented changes occurring in the 21st century, technical and vocational education and training (TVET) professionals will need to develop, adapt or redesign strategies to address the needs of workers and society. The question of the role of TVET is posed. The author gives a possible conceptual framework for TVET, which includes the purposes and philosophies of TVET and shaping current and future directions, and which can be used as a starting point for further debate and discussion. The framework is presented as five major components: (1) curriculum; (2) instruction and delivery options; (3) student assessment; (4) clientele; and (5) programme evaluation.