Nicholas Di Marco

Sex-role stereotypes and requisite management characteristics: A current replication

A mailed survey was conducted to determine differential stereotypes concerning Men, Women, and Successful Managers. A moderately high degree of similarity was found between stereotypes of Men and Managers, but none between Men and Women nor Women and Managers for male respondents. Female respondents perceived a moderately high similarity between Men and Managers and a slight degree of similarity between Women and both Men and Managers.

Life Style, Learning Structure, Congruence and Student Attitudes

Recently, Friedlander (1972) has suggested a contingency approach to the study of organizations. He suggests that organizational structure and processes should be contingent upon the nature of the people in the organization. The two major concepts in Friedlanders framework are Life Style and Organizational Structures and Processes. Life style is described as encompassing the values, beliefs and perspectives of the individual and is composed of three dimensions; Formalistic, Sociocentric, and Personalistic. Organizational Structure is described as the social and technological linkages and relationships in the organization and is composed of three dimensions; Bureaucratic, Collaborative, and Coordinative. The formalistic life style dimension reflects values that an individuals actions be guided by directives from formal authorities. Control of the individuals behavior should come from rules, regulations, policies and procedures. Direction should come from those in top positions in the hierarchy. The individual grows and develops by following the established order. The major values reflected in the sociocentric dimension are that an individual should act only after he has reached agreement with others through interpersonal interaction. Mutually derived and accepted group norms should serve as the basis of control of the individuals behavior. The individual grows and develops through the interaction with others. Finally, the values reflected in the personalistic dimension are that an individuals action be guided by his own experience and feelings. Growth and development should result from increased self-awareness. Vinton (1972) has applied Friedlanders framework to the university setting and found that certain learning structures are more compatible with certain life styles than others. He used Friedlanders concept of life style and developed a concept of learning structures as a counterpart to the organization structure and process dimension. The three learning structures he identified are: Teacher-Centered, Class-Centered, and Self Directed. Teacher-centered learning structure is characterized by highly programmed activities, authority is vested in the teacher, communication is oneRecently, Friedlander (1972) has suggested a contingency approach to the study of organizations. He suggests that organizational structure and processes should be contingent upon the nature of the people in the organization. The two major concepts in Friedlanders framework are Life Style and Organizational Structures and Processes. Life style is described as encompassing the values, beliefs and perspectives of the individual and is composed of three dimensions; Formalistic, Sociocentric, and Personalistic. Organizational Structure is described as the social and technological linkages and relationships in the organization and is composed of three dimensions; Bureaucratic, Collaborative, and Coordinative. The formalistic life style dimension reflects values that an individuals actions be guided by directives from formal authorities. Control of the individuals behavior should come from rules, regulations, policies and procedures. Direction should come from those in top positions in the hierarchy. The individual grows and develops by following the established order. The major values reflected in the sociocentric dimension are that an individual should act only after he has reached agreement with others through interpersonal interaction. Mutually derived and accepted group norms should serve as the basis of control of the individuals behavior. The individual grows and develops through the interaction with others. Finally, the values reflected in the personalistic dimension are that an individuals action be guided by his own experience and feelings. Growth and development should result from increased self-awareness. Vinton (1972) has applied Friedlanders framework to the university setting and found that certain learning structures are more compatible with certain life styles than others. He used Friedlanders concept of life style and developed a concept of learning structures as a counterpart to the organization structure and process dimension. The three learning structures he identified are: Teacher-Centered, Class-Centered, and Self-Directed. Teacher-centered learning structure is characterized by highly programmed activities, authority is vested in the teacher, communication is one

Stress and Adaptation in Cross-Cultural Transition

To explore the possible association of various stages in the cross-cultural adaptation process with different degrees of stress (imbalance in need-press relationship) and levels of human and skill resources, the Activities Index, Organizational Climate Index, Personal Orientation Inventory, and Adjustment Questionnaire were administered to 40 Peace Corps trainees. Peace Corps Assessment Ratings were used as measures of language, teaching and interpersonal skills, and cultural knowledge. One-way analyses of variance indicated significant differences between the defensive retreat, acknowledgement, and adaptation and change stages on the stress, and personal and skill resource areas. The step-wise regression procedure included language and teaching skills and the inventorys scale for acceptance of aggression in the equation explaining 94% of the variance in stage of adaptation.

Comparisons of associate, diploma and baccalaureate degree nurses' state board, quality of patient care, competency rating, supervisor rating, subordinates' satisfaction with supervision and self-report job satisfaction scores

Since the position paper on nursing education by the American Nurses Association (1965) accepting the idea of having two categories of registered nurses, technical and professional, there has been a running controversy concerning the issue of differences in roles and competency. The battle continues to rage in nursing education (Fagin, McClure and Schlotfeldt, 1976) and in the area of licensure (Registered Nurse, 1976; American Journal of Nursing, 1973; National League for Nursing, 1976). The technical nurse is a product of either a 2-yr hospital based nursing program (diploma nurse) or a 3-yr community college based program (associate degree) while the professional nurse is the product of a 4-yr college or university program leading to a baccalaureate degree. Despite the differences in their educational preparations all must pass the same state board examination to be licensed to practice nursing as a registered nurse.

Relationship between Self-Actualization and Manipulation

To assess the r between self-actualization and Machiavellianism the Personal Orientation Inventory and Mach IV were administered to 137 Ss. The inventorys major scales, Time Competent and Inner-directed, were not significantly correlated with Mach IV scores. Significant positive rs held between the Mach IV scale and subscales of Existentiality, Feeling Reactivity, Self-acceptance, Capacity for Intimate Contact. A significant negative r was found between the inventory subscale of Nature of Man Constructive and the Mach IV scale. Similarities between self-actualizers and Machiavellians were discussed.

Personal and Vocational Interest Orientations: Comparison of Undergraduates in Two Programs

To compare the vocational interests and degree of self-actualization of males and females involved in two business programs, the University-Year-for-Action and the traditional area, the Strong Vocational Interest Blank and Personal Orientation Inventory were administered to 26 male and 6 female students and 86 male and 15 female students in Action and traditional programs. The Action men were higher than the traditional men on the Personal Orientation Inventory scales for self-actualizing value, spontaneity and synergy and the Action women were higher than the traditional women on self-actualizing value, self-regard, and capacity for intimate contact. Both Action males and females had Strong basic interests and occupational scale scores reflecting a higher social service and lower business orientation than the traditional students.

Predictors of practical nursing state board examination scores

The measures fall in three categories: (I) pre-admission ability tests-Statewide Testing Service I.Q.; National League for Nursing tests in Science and Health, General Information, Arithmetic, Vocabulary and Reading; (2) Course Mastery tests-examinations during the training program measuring knowledge of what has been taught and (3) the practical nursing state board examination. The various measures are presented in Table 1, with their mcans. standard deviations and their correlations with the state board examination scores.